PDF version of the 2016-2017 Catalog

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2016–17 Graduate Studies Catalog
College of Arts & Sciences
George Herbert Walker School of Business & Technology
Leigh Gerdine College of Fine Arts
School of Communications
School of Education
Published 01 June 2016
© 2016 Webster University
Graduate Studies Catalog
This catalog represents policies, procedures and graduate
program requirements in effect for the 2016-17 academic year,
which runs from June 1, 2016 through May 31, 2017. The policies
and procedures are the same regardless of delivery method of
programs.
For general information or application materials:
U.S. Citizens to the St. Louis Campus
Phone: 314-968-7100 Fax: 314-968-7116 E-mail:
gadmit@webster.edu
U.S. Citizens to Extended U.S. Campuses
Phone or fax the campus of your choice. (For phone and
fax information, see the U.S. Extended Campuses Offering
Undergraduate Degree Completion section of this catalog.)
International Students to U.S. Campuses
Phone: international access code +314-968-7433
Fax: international access code +314-968-7119 E-mail:
intlstudy@webster.edu
U.S. Residents to International Campuses
Phone: 314-968-6988 • 1-800-984-6857 Fax: 314-968-7119 Email: worldview@webster.edu
Non-U.S. Residents to International Campuses
Phone or fax the campus of your choice. (For phone and fax
information, see the International Campuses for Undergraduates
section of this catalog.)
Webster University is a private, non-profit, independent, multicampus, international institution offering a wide variety of
undergraduate and graduate degree programs. Founded
in 1915, Webster University's home campus is in Webster
Groves, Missouri, USA, a major suburban center of the St. Louis
metropolitan area. Webster University also offers programs
at extended campus locations throughout the United States,
including military education installations and metropolitan centers,
international programs in Europe, Asia, Africa, and South
America, and online distance learning programs in a large number
of academic disciplines.
Webster University is academically organized into five schools
and colleges:
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School of Business and Technology
School of Education
The policies and courses listed in this catalog represent the
curriculum for the following degrees:
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Master of Arts
Global Master of Arts
Master of Arts in Teaching
Master of Business Administration
Master of Health Administration
Master of Public Administration
Master of Fine Arts
Master of Marketing
Master of Music
Combined Bachelor of Music/Master of Music
Master of Science
Webster University 2016-2017 Graduate Studies Catalog
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Master of Science in Nursing
Educational Specialist
Doctor of Education
Doctor of Management
Not all degrees and majors are offered at every Webster
University location. A schedule of courses for the academic year
is available at all Webster University locations that offer degree
programs.
The statements set forth in this catalog are for informational
purposes only and should not be construed as the basis of
a contract between a student and Webster University. The
provisions of this catalog will ordinarily be applied as stated.
However, Webster University reserves the right to change any
statement made in this catalog, including but not limited to
academic requirements for graduation, without actual notice to
individual students. Every effort will be made to keep students
advised of any such changes. The student is responsible for
knowing graduation requirements for his or her degree program.
Enrollment in Webster University or completion of a degree
program does not guarantee employment. Career services are
available to students at most U.S. campuses. Webster University
makes no claim or guarantee that credit earned will transfer to
another institution.
Webster University works with an independent certified public
accountant to assure that there is sufficient funding through
a tuition guaranty bond. A copy of the bond document can be
requested by mail addressed to Webster University, Office of
Academic Affairs, 470 E. Lockwood, St. Louis, MO, 63119.
It is the policy of Webster University not to discriminate in its
educational programs, activities, or employment policies on the
basis of race, sex, sexual orientation, color, creed, age, ethnic
or national origin, or non-disqualifying handicap, as required
by federal laws and regulations, including Title IX of the 1972
Educational Amendments.
Webster University complies with the Family Educational Rights
and Privacy Act of 1974, Public Law 93-380 as Amended.
Governance
Webster University accepts in principle that the governance of the
University is a shared responsibility of administration, faculty, and
students. Administrators provide executive continuity; faculty and
students participate in governance mainly through the constituent
assemblies and the work of committees. The latter provide for
constructive interactions among administrators, faculty, and
students.
Organizationally, the Board of Trustees oversees all activities
of the University. Leadership is headed by the President, who
is responsible for determining the overall strategic direction and
priorities for the University. The Provost and Senior Vice President
is Webster University's chief academic and chief operating officer.
A full description of the organizational structure of the University,
including current administrators and a list of Board of Trustees
members, can be found at www.webster.edu/president/universityleadership.
Notice of Non-Discrimination
Webster University is committed to non-discrimination and equal
opportunity regarding the treatment of students, faculty and staff.
The University considers employment, admissions, financial aid,
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programs, and activity applications without regard to race, sex,
sexual orientation, gender identity, color, creed, age, ethnic or
national origin, or disability. Inquiries or complaints related to any
of these areas should be addressed to the appropriate individuals
identified below.
The following persons have been designated to handle inquiries
regarding the non-discrimination policies:
Matters concerning student sexual misconduct:
Phil Storm
Student Conduct Officer/Deputy Title IX Coordinator
Webster University
470 E. Lockwood Ave.
St. Louis, MO 63119
314-246-6980
philipstorm12@webster.edu
Ted F. Hoef
Associate Vice President for Student Affairs and Dean of Students
Webster University
St. Louis, MO 63119
314-968-6980
hoeftl@webster.edu
Matters concerning athletics:
Merry Graf
Interim Director of Athletics
Webster University
St. Louis, MO 63119
314-246-7930
mgraf@webster.edu
Matters involving student grievances:
Colette Cummings
Associate Dean and Director of the Multicultural Center and
International Student Affairs
Webster University
St. Louis, MO 63119
314-246-7738
cumminco@webster.edu
Matters concerning academic issues:
M. Elizabeth (Beth) Russell
Assistant Provost for Graduate Studies
Webster University
St. Louis, MO 63119
314-246-8298
russelmb@webster.edu
Matters concerning employees and applicants for
employment:
Betsy M. Schmutz
Associate Vice President and Chief Human Resources Officer
Webster University
St. Louis, MO 63119-3194
314-968-6960
schmutz@webster.edu
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Table of Contents
Webster University
2016-2017 Graduate
Studies Catalog
Services for Students.................................................................1
Key Dates from the Academic Calendar.................................. 4
Mission and Values.................................................................... 5
Statement of Ethics.................................................................... 6
Accreditation and Memberships............................................... 7
Tuition, Fees and Refunds.......................................................10
Campus Locations and Offerings........................................... 14
Admission.................................................................................. 23
Enrollment..................................................................................26
Academic Policies.................................................................... 29
College of Arts & Sciences......................................................37
George Herbert Walker School of Business &
Technology................................................................................ 38
Leigh Gerdine College of Fine Arts........................................ 39
School of Communications..................................................... 40
School of Education................................................................. 41
Faculty........................................................................................46
Degrees
Advertising and Marketing Communications (MA).....................91
Applied Educational Psychology (MA)...................................... 92
Applied Educational Psychology: School Psychology............... 95
Art (MA)..................................................................................... 98
Arts Management and Leadership (MFA)................................. 99
Business and Organizational Security Management (MA)...... 100
Change Leadership (MA)........................................................ 100
Communication Arts (MA)....................................................... 101
Communications Management (MA)....................................... 104
Counseling (MA)...................................................................... 104
Cybersecurity (MS).................................................................. 110
Doctor of Education (EdD)...................................................... 111
Doctor of Management (DMgt)................................................112
Early Childhood Education (MA)............................................. 114
Early Childhood Education (MAT)........................................... 115
Education and Innovation (MA)............................................... 116
Educational Leadership (EdS).................................................118
Educational Technology (MET)............................................... 120
Educational Technology Leadership (EdS)............................. 120
Elementary Education (MAT).................................................. 122
Environmental Management (MS)...........................................124
Finance (MS)........................................................................... 125
Forensic Accounting (MS)....................................................... 125
Gerontology (MA).................................................................... 126
Global MA in International Relations (GMA)........................... 127
Health Care Management (MA).............................................. 129
Human Resources Development (MA)....................................129
Human Resources Management (MA).................................... 130
Human Services (MA)............................................................. 131
Information Technology Management (MA)............................ 131
International Business (MA).................................................... 132
International Human Rights (MA)............................................ 132
International Nongovernmental Organizations (MA)................133
International Relations (MA).................................................... 134
Legal Studies (MA)..................................................................136
Management and Leadership (MA).........................................136
Master of Business Administration (MBA)............................... 137
Master of Health Administration (MHA)...................................141
Master of Marketing (MMkt).................................................... 142
Master of Public Administration (MPA)....................................143
Mathematics for Educators (MA).............................................143
Media Communications (MA).................................................. 144
Media Literacy (MA)................................................................ 145
Middle School Education (MAT)..............................................146
Multimodal Literacy for Global Impact (MA)............................ 148
Music (MA).............................................................................. 149
Music (MM)..............................................................................150
New Media Production (MA)................................................... 154
Nonprofit Leadership (MA)...................................................... 155
Nurse Anesthesia (MS)........................................................... 155
Nursing (MSN).........................................................................157
Procurement and Acquisitions Management (MA).................. 158
Psychology with an Emphasis in Counseling Psychology
(MA)......................................................................................... 159
Public Relations (MA)..............................................................160
Reading (MA).......................................................................... 161
School Systems, Superintendency and Leadership (EdS)...... 162
Science Management and Leadership (MS)........................... 163
Secondary School Education (MAT)....................................... 164
Space Systems Operations Management (MS)...................... 167
Special Education (MA)...........................................................168
Special Education (MAT).........................................................171
Teaching English as a Second Language (MA)...................... 173
U.S. Patent Practice (MS)....................................................... 175
Graduate Certificates
Advanced New Media Production........................................... 177
Applied Behavior Analysis....................................................... 177
Applied Gerontology Enhancement and Specialization........... 178
Arts Entrepreneurship..............................................................178
Assessment of Learning and Cognitive Development............. 179
Business Analytics...................................................................180
Change Leadership: Foundations........................................... 180
Change Leadership: Managing Complexity for Total System
Results..................................................................................... 181
Change Leadership: Managing Teamwork and
Communication........................................................................ 181
Comparative and Regional Governance................................. 182
Corporate Entrepreneurship.................................................... 182
Cybersecurity-Threat Detection............................................... 183
Digital Marketing Management................................................183
Education for Global Sustainability..........................................184
Enterprise Resource Planning (ERP) with SAP...................... 184
Environmental Sustainability....................................................185
Fundamentals of Multimedia Production................................. 185
Gerontology............................................................................. 186
Gifted Education and Talent Development..............................186
Global Business.......................................................................187
Government Contracting (Certificate)...................................... 188
Healthcare Leadership.............................................................188
Immigrant and Refugee Education..........................................189
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Table of Contents
International Development.......................................................190
International Non-Governmental Organizations...................... 190
Latino Communication Leadership.......................................... 191
Latino Media............................................................................ 191
Leadership in Tiered Systems of Support: RTI and PBIS........192
Mobile Technology in Education............................................. 192
Nonprofit Management............................................................ 193
Nonprofit Revenue Development............................................ 193
Nurse Educator........................................................................194
Nurse Leader...........................................................................194
Online Teaching and Learning................................................ 195
Paralegal Studies.................................................................... 195
Pedagogical Coordination in the Reggio Emilia Approach...... 196
Project Management............................................................... 196
Psychoeducational Needs of Immigrant and Refugee
Youth........................................................................................197
Remote Sensing Analysis and Geospatial Information Systems
(GIS)........................................................................................ 197
Science Management and Leadership.................................... 198
Security Studies.......................................................................198
Social Entrepreneurship.......................................................... 199
Teacher Leadership (EdS Certificate)..................................... 199
Teaching English as a Foreign Language...............................200
Teaching Globalization and History.........................................200
Tiered Instruction and Interventions: RTI & PBIS....................201
Writing for Educators...............................................................201
Course Descriptions
ACCT - Accounting..................................................................202
ADVT - Advertising ................................................................ 202
AMLD - Arts Management and Leadership............................. 204
ARHS - Art History.................................................................. 204
ART - Art................................................................................. 205
AUDI - Audio Production......................................................... 206
BIOL - Biology......................................................................... 206
BUSN - Business.....................................................................211
CHEM - Chemistry.................................................................. 213
CHNG - Change Leadership................................................... 213
CMAT - MAT Certification....................................................... 214
COAP - Computer Applications...............................................217
COMG - Communications Management................................. 217
COMM - Communication Arts................................................. 217
COSC - Computer Science..................................................... 223
COUN - Counseling.................................................................224
CSIS - Computer Information Systems................................... 228
CSSS - Cybersecurity............................................................. 229
DMGT - Doctor of Management..............................................230
ECED - Early Childhood Education.........................................231
EDOC - Doctor of Education................................................... 234
EDTC - Educational Technology............................................. 235
EDUC - Education................................................................... 240
EFGS - Education for Global Sustainability.............................242
ENMG - Environmental Management......................................243
ENTR - Entrepreneurship........................................................ 244
EPSY - Educational Psychology............................................. 244
FINC - Finance........................................................................ 250
FTVP - Film, Television and Video Production........................250
GERN - Gerontology............................................................... 251
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GSS - Graduate Success Studies...........................................252
HCED - Healthcare Education.................................................252
HCLD - Healthcare Leadership............................................... 252
HEAL - Healthcare Management............................................ 252
HLTH - Health......................................................................... 253
HRDV - Human Resources Development............................... 254
HRMG - Human Resources Management.............................. 255
HRTS - Human Rights............................................................ 256
HUMS - Human Services........................................................ 256
ILC - International Languages and Cultures............................257
INGO Course Descriptions...................................................... 257
INTB - International Business..................................................258
INTL - International Relations..................................................259
INTM - Interactive Digital Media..............................................261
ITM- Information Technology Management.............................262
JOUR - Journalism.................................................................. 262
LEAD - Educational Leadership.............................................. 263
LEGL - Legal Studies.............................................................. 266
MEDC - Media Communications............................................. 268
MNGT - Management..............................................................271
MRKT - Marketing................................................................... 272
MTHC - Mathematics for Educators........................................ 274
MUSC - Music......................................................................... 275
NPLR - Nonprofit Leadership.................................................. 277
NPRO - New Media Production.............................................. 278
NURN - Nursing...................................................................... 279
PADM - Public Administration................................................. 280
PATA - Patent Practice........................................................... 281
PBRL - Public Relations..........................................................282
PHOT - Photography...............................................................283
PHYS - Physics....................................................................... 283
PROC - Procurement.............................................................. 283
PSYC - Psychology................................................................. 284
READ - Reading Education.....................................................286
SCIC - Science........................................................................287
SCML - Science Management and Leadership.......................287
SECR - Security Management................................................ 288
SOCS - Social Science Education.......................................... 289
SPED - Special Education...................................................... 291
SPSM - Space Systems..........................................................296
SSSL - School Systems, Superintendency and Leadership.... 298
TELD - Teacher Leadership.................................................... 300
TESL - Teaching English as a Second Language...................301
WSBT- Walker School.............................................................301
Services for Students
Academic Advising
The Academic Advising Center coordinates the undergraduate
and graduate advising system. This office provides students with
information about academic programs as well as special study
opportunities; it also administers registration for graduate degree
programs.
Contact Information:
Web: www.webster.edu/advising
Toll Free: 800-982-3847
Phone: 314-968-6972
Email: advising@webster.edu
Web: www.webster.edu/advising
Academic Resource Center (ARC)
The Academic Resource Center provides academic resources,
support, advocacy, and access through relationships that
empower students across the worldwide Webster University
community.The ARC helps students succeed at Webster in a
number of ways, including the following:
The Tutoring programprovides a pool of capable tutors who are
available to work one-on-one or in small groups with students to
help them achieve greater confidence, independence and success
as learners.Individual peer tutoring is available by appointment for
both short-term "catch-up" work and for ongoing support.Online
tutoring is also accessible to Webster University students in highdemand, graduate-level courses.
The ARC'sTesting Centerproctors rescheduled tests with an
instructor's approval as well as accommodated tests and the MBA
prerequisite waiver exams. Appointments must be made at least
24 hours in advance of the requested testing time.
Disability Accommodations are available through the
ARC.Webster University considers admission, financial aid,
program, and activity applications without regard to disability. The
Academic Resource Center’s ADA Coordinator helps students
with documented physical, emotional, and/or learning disabilities
obtain the accommodations they need to have equal access to
information and equal opportunity for program success.
While Webster University does not provide diagnostic learning
disability testing, faculty members who suspect a student may
have a learning disability shouldcontact the ADA Coordinator for
consultation. Students who are concerned that they may have
a learning disability may also make arrangementsto discuss
psychoeducational testing referrals. Students with short-term
disabilities (e.g., a broken leg) may also arrange temporary
accommodations by contacting the ADA Coordinator.
Students with documented disabilities should contact the ARC
to arrange for appropriate accommodations to ensure equal
Phone: 314-246-7620
Email: arc@webster.edu
Web: www.webster.edu/arc
Admission
The Office of Admission coordinates the recruitment and
processing of applications for undergraduate, graduate and
international students.
Toll Free: 1 800-753-6765
Phone: 314-246-7800
Fax: 314-968-7122
Email: admin@webster.edu
Services For Students
The Writing Centerprovides a friendly, welcoming place
where writers receive one-on-one coaching in order to become
independent writers and demystify the writing process.Trained
coaches help students through the process of writing a
paper.Information about how to schedule appointments as
well as about online resources and helpful writing tips may
be found on the ARC webpage (www.webster.edu/arc). The
Online Writing Center draws on a group of writing experts to
offer writing coaching to students unable to meet face-to-face.
Papers may be submitted via the "Writing Assistance" link
in a course's WorldClassRoom template or by following the
instructions on the Online Writing Center's website accessible
through www.webster.edu/arc.
access to Webster's programs and activities.Assistive technology
consultation for Kurzweil 3000, Dragon Naturally Speaking,
ZoomText, JAWS, Smartpen, Braille, alternative texts, alternative
keyboards, reading software and other hardware/software is
available upon request.Alternative-formatted textbooks, within
publisher permission and copyright parameters, may be ordered
for students and faculty and staff members whose documented
disabilities include this option as an accommodation.
Career Planning and Development Center
The Career Planning & Development Center (CPDC) provides
comprehensive career development resources for students.
The CPDC website and social media platforms continue to
evolve. Through these resources, students can find information
about career planning, the labor market, resume best practices,
interviewing skills and job search strategies. Through Gorlok
Career Link, Webster University’s online career management
system, students can manage their job or internship search
process. Additionally, within Gorlok Career Link, students can
access Going Global databases which house city and country
guides. These guides provide job search resources specific to
most major metropolitan cities in the United States and currently
have guides for 43 countries throughout the world.
Graduate students in the Walker School of Business and
Technology are served through a professional career
management program in partnership with Right Management,
a global leader in talent and workforce solutions. This career
management program is delivered in two phases; a one-credit
hour course and a 12-month career management program,
compliments of Webster University.
Toll Free: 800-981-9805
Phone: 314-968-6982
Email: careercn@webster.edu
Web: www.webster.edu/career-services
Facebook: https://www.facebook.com/WUCareerPlanning
Twitter: https://twitter.com/WebUCareerServ
YouTube: http://bit.ly/1Pit1jr
Financial Aid
The Financial Aid Office processes applications for all federal,
state, and institutional student financial aid for all applicants
throughout the Webster network.
Toll Free: 800-983-4623
Phone: 314-968-6992
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Fax: 314-968-7125
Email: financialaid@webster.edu
Web:www.webster.edu/financialaid
Help Desk
The Help Desk is your centralized resource for technology issues/
questions, including those pertaining to Connections account
setups, accessing the Connections portal (to reach services like
email and Student Academic Services), and WorldClassRoom
(online courses).
Toll Free: 866-435-7270
Phone: 314-968-5995
Email: support@webster.edu
International Opportunities
Preparing students to be global citizens and leaders is a core
part of Webster University’s mission. With an acclaimed study
abroad program, campuses on four continents, and students from
nearly every country in the world, Webster provides students with
ample opportunity for a truly international education. To learn how
Webster can broaden your horizons, explore the programs and
offices below:
The Center for International Education (CIE)is a crossroads
of international opportunities and activities for the University and
surrounding communities. It arranges housing for participants
in the international studies major and certificate programs and
serves as an information resource for faculty and staff members
as well as students seeking international fellowships, grants,
internships and other programs.
Web: www.webster.edu/cie
As a leader in study abroad education, Webster understands
the varying regulations governing travel and study within our
network of international campuses. The friendly staff members in
International Recruitment and International Services assist
Webster students from all over the world with these issues,
providing help with visas, work, health services, lodging and much
more.
Web: www.webster.edu/iris
The Multicultural Center and the International Student Affairs
Department provides programs and services to students and
faculty members to help foster a community environment that
recognizes social differences, respects cultural uniqueness, and
facilitates cross-cultural interaction, learning and appreciation.
Web: blogs.webster.edu/mcisa
Walker Global Hybrid Courses are 3-credit-hour courses
that consist of a blend of online and immersive travel learning
offered by the Walker School of Business & Technology. They
are composed of 8 weeks of online work with a 1-week travel
component. These courses offer students the opportunity to
explore a global business, technology or management issue with
online coursework plus an in-country week of company visits,
guest lectures and cultural activities.
Web:
www.webster.edu/walkeraward
International Study Opportunities for Webster
Students
The Office of Study Abroad in St. Louis is the place to start
for U.S.-based students looking to study at any of Webster’s
international campuses and beyond. The office prepares students
for their travel and connects them with the campus directors and
program coordinators who will help them succeed. A wealth of
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information and links to resources may be found on the Study
Abroad website.
Phone: 800-984-6857 or 314-968-6988
Fax: 314-963-6019
Email: worldview@webster.edu
Web: www.webster.edu/study-abroad
Library
Webster University Library offers the latest in collections, online
resources and information technology. The library houses a
collection of more than 300,000 volumes of books, periodicals,
scripts, music scores, CDs, DVDs, Blu-Ray, and other media.
Library resources are not limited to materials found in the building.
At http://library.webster.edu students and faculty and staff
members will discover a wealth of electronic resources including
eBooks, articles, streaming video and music, online tutorials,
research guides - all accessible 24/7 from campus, home, or
office. The Library also provides services to obtain books and
articles from other libraries for your research needs.
Of course, the Library is more than just its physical and virtual
presence - it is also a group of helpful, enthusiastic staff members.
Professional librarians offer general reference assistance in
person, over the phone, or via email and chat. Appointments may
also be made for in-depth help (either in person or online) from a
subject specialist. Whether online or in person, come experience
the library yourself!
Toll Free: 800-985-4279
Phone: 314-968-7152
Email: askref@webster.edu
Web: library.webster.edu
Military Student Information
Webster University and the U.S. Department of Defense have
worked together for more than 40 years to provide high-quality
and cost-effective undergraduate and graduate programs at
military installations across the nation.
Webster University's Office of Military Affairs (OMA) is committed
to the continuing education needs of our military. The OMA’s
mission is to provide Webster’s military students with access
to the global Webster University network through a “single
touch point.” The OMA can assist military students in multiple
areas, including financial aid, academic advising, academic
testing, transfer credit (including our 43 Cooperative Degree
programs with DoD school houses, such as Army Captain’s
Career Courses), grants and proposals, military alumni and
military student life activities (tutoring, writing assistance,
accommodation assistance). Webster University has a full time
Veterans Administration (VA) Success on Campus (VSOC) rep on
the main campus who is fully equipped to offer Webster military
veteran students the VA help they may need. Additionally, the
main campus has a Veteran’s Center where veterans can go to
relax, study or network.
Phone: 314-246-VETS (8387)
Toll Free: 1-800-981-9801, ext...VETS (8387)
E-mail:oma@webster.edu
Web: www.webster.edu/military
Office of the Registrar
The Office of the Registrar submits loan deferments to lenders;
certifies degree audits; sends letters of good standing; does
enrollment verifications, degree verifications, transfer credit
evaluations, processes transcript requests, works with GoArmyEd,
registers students, processes adds, drops, and withdrawals.
Toll Free: 800-987-3447
Phone: 314-968-7450
Fax: 314-968-7112
Email: registraroffice@webster.edu
Web: www.webster.edu/academics/registrar.html
Student Affairs
Student Affairs is responsible for all co-curricular programs
includingCareer Planning and Development, Student
Employment, Campus Ministry, Counseling, First Year Experience
(FYE) and New Student Orientation Programs, Campus Dining
Services, Housing and Residential Life, Student Health Services,
Multicultural and International Student Affairs, WebsterLEADs,
Office of Student Engagement,and the University Center. The
Dean’s office responds to student concerns and problems,
administers emergency student loan funds, the Money for
Textbooks program (for St. Louis and online students only), the
undergraduate tuition adjustment process, makes referrals to
appropriate resources, advises on all policies affecting students,
and coordinates all judicial proceedings.
Services For Students
Toll Free: 800-981-9804
Phone: 314-968-6980
Fax: 314-963-4757
Web: www.webster.edu/campus-life
Email: studentaffairs@webster.edu
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Key Dates from the Academic Calendar
Key Dates from the Academic Calendar
Note: The actual class attendance dates and the holiday
schedule listed may vary as required by academic program and
campus location. Some classes do meet on University holidays.
Students should check with their local campus for specific
calendar information. The calendar is subject to change should
circumstances warrant.
For programs in:
Holiday Schedule
•
•
•
•
•
•
•
May 30, 2016: Memorial Day
July 4, 2016: U.S. Independence Day observance
September 5, 2016: Labor Day
November 11, 2016: Veterans Day*
November 24, 2016: Thanksgiving Day
November 25, 2016: Thanksgiving Friday
January 16, 2016: Martin Luther King, Jr. Day
College of Arts & Sciences MA, MS
School of Communications MA, MS
Walker School of Business & Technology DMgt, MA, MBA, MHA,
MPA, MS
*At U.S. extended military campuses only; not in St. Louis area or
international campuses.
Summer 2016
For more detailed information, including drop and withdrawal
deadlines, as well as calendars for international campuses,
consult the full Academic Calendar.
• May 30-July 29
• August 1: Graduation date
Fall 2016
•
•
•
•
•
•
August 15: First day of Fall 1 classes
October 14: Last day of Fall 1 classes
October 15: Fall 1 graduation date
October 17: First day of Fall 2 classes
December 16: Last day of Fall 2 classes
December 17: Fall 2 graduation date
Spring 2017
•
•
•
•
•
•
•
January 9: First day of Spring 1 classes
March 10: Last day of Spring 1 classes
March 11: Spring 1 graduation date
March 20: First day of Spring 2 classes
May 13: Commencement
May 19: Last day of Spring 2 classes
May 20: Spring 2 graduation date
If you are enrolled in weekend classes or specialized graduate
programs (e.g., nurse anesthesia), please check with your local
campus director for starting dates.
For programs in:
College of Arts & Sciences MSN
Leigh Gerdine College of Fine Arts MFA, MM
School of Education EdS, MA, MAT, MET
Summer 2016
• June 6 – July 29
• August 1: Graduation date
Fall 2016
•
•
•
•
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August 22: First day of Fall 1 and semester classes
October 14: Last day of Fall 1 classes
October 17-21: Fall Break – no classes
October 24: First day of Fall 2 classes
December 16: Last day of Fall 2 and semester classes
December 17: Graduation date
Spring 2017
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4
January 16: First day of Spring 1 and semester classes
March 10: Last day of Spring 1 classes
March 13-17: Spring Break – no classes
March 20: First day of Spring 2 classes
May 12: Last day of Spring 2 and semester classes
May 13: Commencement
Mission and Values
Mission and Values
Mission
Webster University, a worldwide institution, ensures high quality
learning experiences that transform students for global citizenship
and individual excellence.
Vision
Our vision is to be a premier U.S.-based international university
setting a distinct standard for global education.
Core Values
Students
By sustaining a personalized approach
to a global, student-centered education
through small classes, close relationships
with faculty and staff, and attention to
student life.
Learning
Mission And Values
By developing educational programs
that join theory and practice, provide
an international perspective, encourage
creativity and scholarship, and foster a
lifelong desire to learn and actively serve
communities and the world.
Diversity and Inclusion
By creating an environment accessible to
individuals of diverse cultures, ages, and
socioeconomic backgrounds and instilling
in students a respect for diversity and an
understanding of their own and others’
values.
Global Citizenship
By educating a diverse population locally,
nationally, and internationally, acting
responsibly toward the environment
to foster a sustainable future, and
strengthening the communities we serve.
5
Statement of Ethics
Statement of Ethics
Webster University strives to be a center of academic excellence.
The University makes every effort to ensure the following:
• The opportunity for students to learn and inquire freely
• The protection of intellectual freedom and the rights of
professors to teach
• The advancement of knowledge through scholarly pursuits
and relevant dialogue
The University community is by nature pluralistic and diverse.
Those who elect to participate in the Webster University
community--students, faculty, staff, administrators, alumni,
and directors--accept the responsibility of sharing in the effort
to achieve the University's mission as an institution of higher
learning. Each member is expected to respect the objectives of
the University and the views of its members.
Participants in this shared enterprise strive to be governed by
what ought to be rather than by what is. To accomplish its goals,
members of the University community aspire to a higher standard
than mere compliance with formalized University requirements
and local, state, and federal laws.
Webster University endeavors to fulfill the following expectations:
• Preserve academic honor and integrity by repudiating all
forms of academic and intellectual dishonesty
• Treat others with respect and dignity
• Respect the rights and property of others
• Act with concern for the safety and well-being of its
associates
Inquiry, discourse, and dissent, within the framework of an
ordered academic environment, are seminal elements of a
university community and of a free democratic society. Members
of the Webster University community recognize this and are
consequently supportive of democratic and lawful procedure
and dedicated to rational approaches to solving problems. This
assumes openness to change as well as commitment to historical
values.
6
Accreditation and Memberships
Webster University is accredited by The Higher Learning
Commission, 230 South LaSalle Street, Suite 7-500, Chicago, IL
60604, hlcommission.org • 800.621.7440.
The accreditation, which was awarded in 1925, includes
undergraduate and graduate levels at all locations where the
University offers programs.
The Missouri Department of Higher Education serves as a
clearinghouse for postsecondary student complaints. The MDHE
complaint policy contains information about the complaint process
and includes instructions for how to file a formal complaint.
Note that the policy provides that a student who wishes to file a
complaint with the department must first exhaust all formal and
informal avenues provided by the institution to resolve disputes.
Licensure/Approvals and Specialized
Accreditation
State Licensures
Arkansas
The campuses at Little Rock, Little Rock Air Force Base, Fort
Smith, and Fayetteville are certified by the Arkansas Department
of Higher Education. Arkansas Higher Education Coordinating
Board certification does not constitute an endorsement of any
institution, course or degree program. Such certification merely
indicates that certain minimum standards have been met under
the rules and regulations of institutional certification as defined
in Arkansas Code §6-61-301. The student should be aware that
these degree programs may not transfer. The transfer of course/
degree credit is determined by the receiving institution.
California
"Notice of Student Rights" in California—You may cancel your
contract for school, without any penalty or obligations, by the fifth
business day following your first class as described in the Notice
of Cancellation form that will be given to you. Read the Notice of
Cancellation form for any explanation of your cancellation rights
and responsibilities. If you have lost your Notice of Cancellation
form, ask the school for a sample copy. After the end of the
cancellation period, you also have the right to stop school at any
time, and you have the right to receive a refund for the part of the
course not taken. Your refund rights are described in the contract.
If you have lost your contract, ask the school for a description of
the refund policy. If the school closes before you graduate, you
may be entitled to a refund.
If you have any complaints, questions, or problems which you
cannot work out with the school, write or call:
Bureau for Private Postsecondary and Vocational Education
P.O. Box 980818
West Sacramento, CA 95798-0818
Telephone: 916-445-3427
Colorado
District of Columbia
Master's degree programs at Bolling AFB in Washington, D.C.,
are licensed by the District of Columbia Educational Institution
Licensure Commission.
Florida
Master's degree programs at the metropolitan campuses in
Orlando, Jacksonville, Lakeland, Merritt Island, Ocala, Melbourne,
Tampa Bay, and at NAS Jacksonville and Patrick AFB are
licensed by the Florida Commission for Independent Education.
Credits and degrees earned from colleges licensed by this
board do not automatically qualify the holder to participate in
professional licensing examinations in the State of Florida. Any
person interested in practicing a regulated profession in Florida
should contact the appropriate state regulatory agency.
For further information about the status of Webster University's
programs in Florida, contact:
Florida Department of Education
Commission for Independent Education
325 West Gaines Street
Suite 1414
Tallahassee, FL 32399-0400
Telephone: 888-224-6684 (Toll free)
850-245-3200
Georgia
In accordance with GNPEC requirements, any monies paid by
a Georgia resident to a Webster University representative will
be refunded to the student if he/she requests the same within
three (3) business days of signing an enrollment contract with the
university. If no enrollment contract is signed, and if requested
by the student, any monies paid will be refunded to the student
if he/she requests the same within three (3) business days after
making a payment. Webster University's Grievance Policy &
Procedures are available online at http://www.webster.edu/
student-handbook/grievance.html. Students have the right of
appeal of the final institutional decision to Georgia's Nonpublic
Postsecondary Education Commission at:
Non-Public Postsecondary Education Commission
2082 East Exchange Place Suite 220
Tucker, Georgia 30084-5305
Office: (770) 414-3300
Fax: (770) 414-3309
Office hours: 8:30-4:30 (Monday to Friday)
http://www.gnpec.org/
Illinois
The master's degree programs at Great Lakes Naval Base and
Scott Air Force Base are approved by the Illinois Board of Higher
Education.
Kansas
The metropolitan campus at Kansas City, MO is approved by the
Kansas Board of Regents.
Kentucky
The metropolitan campus at Louisville is licensed by the Kentucky
Council on Post-Secondary Education.
North Carolina
Webster University was approved by the Board of Governors of
the University of North Carolina and has been issued a regular
7
Accreditation And Memberships
Arizona
Master's degree programs at Luke AFB are licensed by the
Arizona State Board for Private Postsecondary Education. If a
complaint or grievance cannot be resolved after exhausting the
institution’s grievance procedure, the student may file a complaint
with the Arizona State Board of Private Postsecondary Education.
The student must contact the State Board for further details.
Arizona State Board for Private Postsecondary Education
1400 West Washington, Room 260
Phoenix, AZ 85007
Telephone: 602-542-5709
www.azppse.gov
The metropolitan campuses at Colorado Springs and Denver are
authorized to offer master's degrees by the Colorado Commission
on Higher Education.
license to offer graduate degree programs at Fort Bragg in
Fayetteville, NC and at Camp Lejeune in Jacksonville, NC.
Webster will be required to complete an annual report and is
subject to annual reviews.
University of North Carolina General Administration
910 Raleigh Road
P.O. Box 2688
Chapel Hill, NC 27515
Telephone: 919-962-1000
www.northcarolina.edu
South Carolina
The metropolitan campuses in Charleston, Columbia, Greenville,
and Myrtle Beach are licensed by the:
SC Commission on Higher Education
1122 Lady Street, Suite 300
Columbia, SC 29201
Telephone: 803-737-2260
Licensure is not an endorsement or guarantee of quality. If
students at the Charleston, Columbia, Greenville, and Myrtle
Beach Metropolitan Campuses have complaints about a
classroom situation, they should first attempt to resolve the
situation with the instructor. If resolution cannot be made with
the instructor, or if the complaint is about a general school
policy over which the instructor has no jurisdiction, then they
may contact the school director for mediation. If the complaint
cannot be resolved at the school level through its complaint
procedure, students may file a complaint with the South Carolina
Commission on Higher Education. The complaint form is available
at http://www.che.sc.gov/CHE_Docs/AcademicAffairs/License/
Complaint_procedures_and_form.pdf.
Tennessee
Webster University is authorized by the Tennessee Higher
Education Commission. This authorization must be renewed
each year and is based on an evaluation by minimum standards
concerning quality of education, ethical business practices, health
and safety, and fiscal responsibility.
Virginia
Webster University is certified to operate by the State Council
of Higher Education for Virginia (SCHEV). If a student has any
complaints, questions or problems which were not resolved by the
school to your satisfaction, you may contact
State Council of Higher Education for Virginia (SCHEV)
101 N. 14
• The nurse anesthesia program is accredited by the Council
on Accreditation (COA) of nurse anesthesia educational
programs.
• Education programs are accredited by the National Council
for Accreditation of Teacher Education (NCATE).
• MA in Early Childhood Education and MAT in Early
Childhood Education programs received recognition from
the National Association for the Education of Young Children
(NAEYC).
• MA in Reading received recognition from the International
Reading Association (IRA).
• MA in Teaching English as a Second Language received
recognition from the Teachers of English to Speakers of
Other Languages (TESOL).
• EdS in Educational Leadership, online and face-to-face
programs, received recognition from the Educational
Leadership Constituent Council (ELCC) of the National Policy
Board for Education Administration (NPBEA).
• EdS in School Systems, Superintendency and Leadership
received recognition from the Educational Leadership
Constituent Council (ELCC) of the National Policy Board for
Education Administration (NPBEA).
• The MA in Counseling, Clinical Mental Health emphasis,
(Webster Groves, MO only) is accredited by the council
for Accreditation of Counseling and Related Educational
Programs (CACREP).
International Recognitions
• China: The Webster University MBA program, offered
in partnership with the Shanghai University of Electronic
Science and Technology China, is officially approved by and
recognized by the Ministry of Education in China.
• Ghana: Webster University Ghana has received full
accreditation in Ghana from the National Accreditation Board.
• Thailand: Webster University in Thailand is accredited as a
private university by the Thailand Ministry of Education under
Thai law.
• Austria: Webster University in Vienna is accredited by the
Austrian Ministry for Science and Research as a private
university under Austrian law.
• The Netherlands: Webster University programs in the
Netherlands are accredited by the Netherlands-Flemish
Accreditation Agency (NVAO). Webster is an approved
institute of higher education under Dutch law.
Memberships
th
Street
Richmond, VA. 23219
(804) 225-2600
Specialized Accreditations
• Business and Management programs are accredited by the
Accreditation Council for Business Schools and Programs
(ACBSP)
• Music programs and degrees are fully accredited and
approved by the National Association of Schools of Music
(NASM).
• Nursing programs and degrees are accredited by the
Accreditation Commission for Education in Nursing.
• Webster University is registered for state teachers'
certificates by the Department of Education of the State of
Missouri and is approved by the National Board for Certified
Counselors, Inc. as a continuing education provider.
• Only
the St. Louis Campus' legal studies BA, MA and Paralegal
Certificates are approved by the American Bar Association.
8
Webster University holds membership in the following
organizations or associations:
• American Association for Paralegal Education
• American Association of Colleges of Nursing (AACN)
• American Association of Colleges of Teacher Education
(AACTE)
• American Council on Education
• ASIS International
• Association of American College and University Programs in
Switzerland
• Association of American Colleges and Universities (AAC&U)
• Association of Theatre in Higher Education
• College Art Consortium
• College Board
• College Consortium for International Studies
• Council for Adult and Experiential Learning (CAEL)
• Council of Independent Colleges (CIC)
• Council on International Educational Exchange
• Educational Theatre Association
• Higher Education Council of Metropolitan St. Louis
• Independent Colleges and Universities of Missouri
• Institute of International Education
• International Council of Fine Arts Deans
• Missouri Music Educators Association
• National Education Association
• Society for Human Resource Management
Webster University has been designated as an institutional
member of Servicemembers Opportunity Colleges, a group of
more than 400 colleges and universities providing voluntary
postsecondary education to members of the military throughout
the world. As a member of SOC, Webster University recognizes
the unique nature of the military lifestyle and has committed itself
to easing the transfer of relevant course credits, providing flexible
academic residency requirements, and crediting learning from
appropriate military training and experiences. SOC has been
developed jointly by educational representatives of each of the
Armed Services, the Office of the Secretary of Defense, and a
consortium of 13 leading national higher education associations;
it is sponsored by the American Association of State Colleges and
Universities, and the American Association of Community and
Junior Colleges.
Graduates of Webster University are eligible for membership in
the American Association of University Women and the American
College of Healthcare Executives (HCHE).
The University also holds appropriate licensure, accreditations,
or approvals within the recognized state approval agencies for all
locations where Webster University offers programs.
Accreditation And Memberships
9
Tuition, Fees and Refunds
Doctor of Management (DMgt) and Doctor of Education
(EdD) students
Tuition and Fees
The tuition rates listed below are for the 2016-2017 academic year
and are subject to change.
Tuition for Military and
First Responders (Webster
Groves campus)
$525
Tuition (per credit hour) for MA, MS, MSN, MBA, MHA,
MFA, MPA, MM*
St. Louis area campuses^
$705
Global MA (GMA) students
California metropolitan
campuses
$670
Tuition (per year)
Other metropolitan
campuses
$575
Online courses
$780
$48,600
Tuition (per credit hour) for School of Education students
* Excludes School of Education students
^ Except doctoral students and other specialized degree
programs.
Tuition for Military (Active Duty Military, Reserve, and
Guard (per credit hour)^
Metropolitan locations
$350
Military locations
$350
Online courses
$470
Civilian students (including
veterans) on military bases **
†
$575
^ Except doctoral students and other specialized degree
programs.
** Federal employees, Government contractors on the
installation and dependents of Active Duty Military, National
Guard and Reserve who enroll in on-base, in-classroom
courses. are eligible for Webster University's
USA Scholarship
.
† Qualified First Responders are eligible for Webster
University's
St. Louis area campuses***
$565
Extended campus locations
$380
Online courses
$625
In-service courses
$70-$625
Off campus face-to-face^^
$380
*** Includes courses held at the Webster Groves School
District location.
^ ^Applicable to some off-campus courses.
Additional Fees
Application Fee
non-refundable
$50
Graduation Fee
non-refundable
$75
Transcript Fee
$10
Study Abroad
non-refundable.
Varies
NOTE: Courses in various academic programs sometimes
require expendable supplies or services, and in these cases
the student may be billed a class fee for such costs.
School of Education Graduate Alumni Discount
Alumni of the School of Education's graduate programs (MAT, MA
and MET) may apply for a special tuition discount toward eligible
graduate courses (see application form). The discount is subject
to application approval and is limited to a lifetime maximum of 12
credit hours.
First Responder Scholarship
.
MS in Nurse Anesthesia students
Payment Requirements
Tuition (per term)
$5,820
Payment and/or payment arrangements are required at
registration. The payment options offered include:
Fees (per term)
$800
Transfer credit
$705
Doctor of Management (DMgt) and Doctor of Education
(EdD) students
Regular Tuition
10
$790
• Financial aid
• Direct billing to a third party (i.e., employer)
• Tuition assistance paid by a government agency, e.g.,
military
• Deferred payment plan
• Payment in full
Some options require the submission of appropriate
documentation. The deferred payment plan option requires a
deferred payment fee to be paid at the time of registration. The
University reserves the right to refuse deferred payment privileges
for any student whose account is overdue or has been overdue in
the past.
Students are encouraged to make electronic check payments
online, but personal checks made payable to Webster University
are also accepted. A $30 returned payment fee is charged if
payment is returned. Webster also accepts MasterCard, Discover,
VISA, and American Express payments online with a 2.75%
convenience fee.
Students are financially responsible for all courses not officially
dropped by the deadline. Webster University reserves the right to
withhold transcripts or diplomas, and refuse or cancel enrollment
for future terms, if any tuition or other fees or charges owed to
the University are not paid when due. In the event an account
is referred to an agency or attorney for collection, the student
promises to pay, in addition to all amounts otherwise due to
Webster University, the costs and expenses of such collection
and/or representation not to exceed 33-1/3% of the amount
owed, including, without limitation, reasonable attorneys' fees and
expenses (whether or not litigation is commenced), to the extent
permitted by applicable law.
Refunds
The student tuition refund rates apply when a student drops or
withdraws from a course in accordance with University enrollment
policies and the refund has been approved.
Tuition refunds for withdrawals are made automatically, based on
the date of withdrawal, as authorized by the University official who
signs the withdrawal form. Refunds shall be made within 30 days
of the date that the institution has determined that a refund is due
to a student.
Students attending on-campus classes in California will receive
a pro rata refund of tuition if the withdrawal is within 60 percent
of the beginning of the enrollment period. Students attending oncampus classes in Georgia are eligible for a 50% refund from
Week 3 through Week 5. All other student refunds/tuition waivers,
including those for online courses, are made according to the
following schedule:
Drop:
Withdrawal:
Date
16-Week
Class
8- or 9Week Class
Week 1
100%
100%
Week 2
100%
100%
Week 3
50%
50%
Week 4
50%
25%
Week 5
25%
0%
Week 6
25%
0%
Week 7
25%
N/A
Week 8
25%
N/A
Week 9
0%
N/A
The deposit and refund policies at our European and Asian
campuses may differ from the above. Please refer to the catalog
of the international campus you are attending for details.
In cases where the student does not qualify for a refund of
tuition per the established refund schedule, she/he may petition
for an exception due to special circumstances. The student
must file a tuition adjustment form with the Academic Advising
Office (www.webster.edu/advising) and attach a letter of
explanation of special circumstances and appropriate supporting
documentation. A student may file a tuition refund appeal for one
of the following conditions: medical, immediate family emergency
(e.g. death, severe illness), or other extenuating personal/
professional circumstance (e.g. job loss, separation/divorce). The
documentation could include a dated doctor's verification letter of
medical treatment and diagnosis, military orders, death certificate
or obituary notice, legal documents, or dated supervisor's letter
on company letterhead stating withdrawal from course(s) is work
related.
Tuition refunds, limited to one per student per degree barring no
extraordinary circumstance, must be submitted within one term
following the end of the course of a tuition refund appeal due to
a withdrawal from a course. Once received, the appeal will be
reviewed by the Graduate Tuition Refund Appeal Committee. The
committee reserves the right to request additional information
from the student, the instructor, the academic advisor, or the
college or school of record. The committee will also obtain course
activity for all online students. The process usually takes 4-6
weeks, assuming no additional information is required to hear the
request. Students will be notified via email regarding the decision
of the Graduate Tuition Refund Committee. The decision of the
committee will be final.
Financial Aid
Webster University's Financial Aid Office offers a comprehensive
program of financial aid resources for students needing
supplemental financial support for their educational expenses.
To apply for federal, state, and institutional aid, a student must
complete a Free Application for Federal Student Aid (FAFSA).
The FAFSA can be accessed on-line at www.fafsa.gov. Webster
University's award year begins in the summer semester and ends
in the following year spring semester (Summer, Fall, Spring).
To be considered for priority financial aid awarding, the FAFSA
should be submitted by March 1. Students may complete the
FAFSA through June 30 of the award year; however, this may
result in limited aid eligibility. In addition to the annual FAFSA,
a student needs to complete and submit the Webster University
Financial Aid Application available on-line at www.webster.edu/
financialaid/forms.
Cost of Attendance
An important part of determining a student's eligibility for financial
aid is calculating a Cost of Attendance. In accordance with
federal regulations, Webster University has developed a Cost
of Attendance (i.e., budget) for anticipated expenses a student
may incur during the current school year. These expenses include
tuition, room, board, books and supplies, travel and personal.
Room and board can refer to either on campus or off-campus
living expenses, depending upon a student's response on the
FAFSA. Expenses are also considered for students who live at
home with parents or relatives. Travel expenses include items
such as gasoline, vehicle maintenance and insurance. Personal
expenses include laundry, clothing and entertainment. Many of
the elements in the Cost of Attendance are estimates, so it is
possible for a student to spend more or less than anticipated
during any given year.
Federal Financial Aid Student Eligibility
To be eligible for federal financial aid, also referred to as Title IV
funds, a student should:
11
Tuition, Fees And Refunds
Graduate tuition refunds depend on the drop or withdrawal
date. It is the graduate student's responsibility to file the drop or
withdrawal form(s) with his/her advisor by the deadline. Refunds
are for tuition only; course and laboratory fees are non-refundable.
Tuition refunds for dropped courses are automatic and charges
are expunged from the student's account.
Late Refund Request
• be a U.S. citizen or an eligible noncitizen;
• have a valid Social Security number (with the exception
of students from the Republic of the Marshall Islands,
Federated States of Micronesia, or the Republic of Palau)
• be registered with Selective Service, if you're a male (you
must register between the ages of 18 and 25)
• be enrolled or accepted for enrollment as a regular student in
an eligible degree or certificate program
• be enrolled at least half-time to be eligible for Direct Loan
Program funds
• maintain satisfactory academic progress in college or career
school
• sign statements on the Free Application for Federal Student
Aid (FAFSA) stating that:
• you are not in default on a federal student loan and do
not owe money on a federal student grant
• you will use federal student aid only for educational
purposes
• show you're qualified to obtain a college or career
school education by
• having a high school diploma or a recognized
equivalent such as a General Educational
Development (GED) certificate or
• completing a high school education in a
homeschool setting approved under state law.
Gift Aid
Scholarships awarded directly to the student from outside sources
are added to the award, becoming part of the total package of
aid. The amount of the private award can impact eligibility in other
programs as can the criteria of the program itself. It is important
for all students to provide information regarding, the selection
and renewal (if applicable) criteria, the amount and anticipated
disbursement date for any outside scholarship or grant awarded
to them to the Financial Aid Office as soon as possible to insure
any impact on other aid or charges can be determined.
Self-Help Aid
Student loans (repaid with interest after leaving the University)
may reduce both direct (tuition, fees, campus residence, books)
and indirect costs (living expenses, transportation, day care).
Federal loans allow students to defer payment until after leaving
the University or dropping below half-time student status. There
are also privately funded alternative loan programs designed to
supplement institutionally administered Federal loan programs.
These are not federally insured and may or may not carry a
higher, variable interest rate, may require a credit worthy cosigner
with a favorable credit history.
For students working on a graduate degree, the only available aid
are the federal and private loan programs. There are maximum
allowable loan levels from the Federal Stafford Direct Student
Loan Programs for required graduate course work to complete
the degree. Any money borrowed for prior degree(s) would be
deducted from the ceiling to determine loan funds still available.
Students will receive notification of funding eligibility per year and
the criteria to receive and maintain that funding.
Satisfactory Academic Progress
According to the United States Department of Education
regulations, all students applying for federal and/or state financial
assistance must maintain satisfactory progress in their course
of study to receive these funds. These standards stipulate, but
are not limited to, maintaining acceptable grades, completing a
sufficient number of credit hours per semester, and completing
a degree within a reasonable time frame. A student who does
not meet these standards is not eligible to receive federal, state,
and/or institutional financial aid. All semesters of attendance are
considered for satisfactory progress regardless of whether the
12
student received aid. Adherence to the following standards will
be necessary for continued financial aid eligibility. A student must
be making academic progress regardless of whether the student
had previously received aid. Before aid is disbursed, a student's
progress will be evaluated annually after spring semester grades
are recorded. Any student who has not previously received
financial aid may not be notified of their status until they apply for
financial aid.
Satisfactory Academic Progress is determined by:
• Qualitative Measurement (GPA)
• Students must maintain a 2.0 cumulative grade point
average based upon institutional hours attempted to
remain in good standing.
• Quantitative Measurement: Pace of Progression (Credit
Hours)
Students must complete attempted hours according to the
following:
• Completion of 67% of cumulative hours attempted (i.e., a
student attempts 15 hours; he/she must complete 10).
• Course grades of "I", "WF", "W", or "F" are considered as
attempted and not completed.
• Courses completed at Webster University, as well as
courses transferred and accepted by Webster University are
considered in the Pace of Progression completion rate.
• Once a student completes the coursework for a class in
which they had previously earned a grade of "I", they must
notify the Financial Aid Office of the completion and the
financial aid status will be reviewed and updated.
Maximum Time-Frame
Degree requirements must be completed within a specific time
frame. The maximum time frame for a Graduate Degree at
Webster University is 150% of required credit hours (i.e., 36 credit
hours x 150% = 54 credit hours) to complete the degree including
hours transferred and accepted by Webster are considered in this
time frame. Any student who has exceeded the maximum time
frame and/or who mathematically cannot finish the program within
this period will be considered ineligible for financial aid. Webster
University understands students may change their educational
goals and programs of study. These students may appeal for
reevaluation of their status.
Satisfactory Academic Progress Monitoring
Students are reviewed for Qualitative Measurement, Pace of
Progression, and Maximum Time-Frame annually at the end
of each Spring semester. Students who are on academic plan
probation will be evaluated at the end of each semester (Summer,
Fall, Spring).
Suspension/Academic Plan Probation Status
A student will be placed on Financial Aid Suspension if:
• The cumulative GPA is less than the stated requirement in
the Qualitative Measurement section.
And/or
• The student has not successfully completed the minimum
67% of attempted hours including transferred hours.
A student placed on financial aid suspension will lose eligibility
to receive financial assistance. Students will receive a notice in
writing of their suspension status from the Financial Aid Office.
Non-Satisfactory Progress Appeal
A student who has been suspended from financial aid may
complete and submit a Non-Satisfactory Progress Appeal Form
(Available online or in the Financial Aid Office) for reinstatement
within thirty (30) days of notification, if there are extenuating or
mitigating circumstances contributing to their inability to meet
the requirements. Students may appeal for one of the following
reasons:
• The death of a relative to the student.
• Severe injury or illness of the student.
• Other extenuating circumstances which may include but are
not limited to:
• Severe illness of a relative for whom the student has
custodial responsibility.
• Emergency situations such as fire or flood.
• Military reassignment, required job shift change, or
job transfer preventing the student from completing a
semester
• Separation or divorce
Such an appeal must be accompanied by supporting documents
and be submitted to the Financial Aid Office who will forward the
appeal to the Satisfactory Academic Progress Committee.
A student placed on a Financial Aid Academic Plan
Probation:
Reinstatement
A student who has been Suspended from financial aid for
academic reasons and has not had an appeal accepted may be
eligible for reinstatement if they enroll in courses at their own
expense and meets the criteria listed for cumulative Satisfactory
Academic Progress. Students must notify the Office of Financial
Aid by submitting another Non-Satisfactory Progress Appeal
Form.
Graduate Assistantships
A limited number of graduate assistantships are available.
Assistantships may include a monthly stipend and tuition
remission benefits. Please contact the office of your degree
program for availability, remunerations, and application deadlines.
Veterans' Educational Benefits
Webster University degree and certificate programs are approved
for veterans' educational benefits in compliance with prescribed
regulations by special approval agencies in each state and for
each foreign country where the University offers programs.
Questions about eligibility can be directed to the Vets Success on
Campus (VSOC) office.
The regional VA office will be notified of the date on which a
student officially ceases attendance if veterans' educational
benefits apply. Except under extenuating circumstances, students
receiving VA benefits who withdraw from a course will be reported
to the VA offices as making unsatisfactory progress.
Records of progress are kept by the institution on both veteran
and non-veteran students. Progress records are furnished to
all students at the end of each scheduled term. The policy and
regulations regarding student standards of progress for graduation
are detailed in the section titled Undergraduate Grading Policy.
Additional information may be obtained from the Office of the
Registrar at the St. Louis home campus.
Any conduct that is detrimental to the school and/or other students
will result in the termination of VA educational benefits. The
Satisfactory Academic Progress Policy for financial aid also
applies to VA educational benefits.
The Webster University Financial Aid Office will attempt to notify,
in writing, any student currently receiving financial aid who is
placed on Financial Aid Suspension. However, failure to receive
such notification does not relieve the student of the requirement to
read, understand and follow the Satisfactory Academic Progress
Requirements for Financial Aid Recipients.
University Withdrawal
If a student fully withdraws from the university, the Bursar Office
may adjust their charges based upon their withdrawal date and
the Webster University Refund Policy. For the university refund
policy, refer to the University Business Office website.
Regardless of any adjustment to a student's charges, if he or
she fully withdraws from the university, financial aid may be
adjusted based on the percentage of the semester completed
before withdrawal. In some cases, Federal Return of Title IV
Funds regulations may require that aid be returned to the federal
government for students who withdraw from Webster University
before 60 percent of a term has been completed. Financial aid is
awarded for the entire term and if a student withdraws prior to the
end of a term, then the Return of Title IV Fund rules will determine
how much financial aid has been earned.
13
Tuition, Fees And Refunds
• Will be reviewed at the end of each semester for continued
eligibility.
• Must achieve a Qualitative Measurement (GPA listed
above) and Pace of Progression (67% of attempted hours
completed) each semester.
• Will lose all financial aid eligibility in future semesters and
be placed on Financial Aid Suspension if either or both
measurements are not achieved with no opportunity for
appeal
The student can keep the earned amount for the term, but the
unearned portion must be immediately returned to the federal
government. In some situations, this will leave the student with
a balance owed to the university. A student should contact the
Financial Aid Office before withdrawing from a course or term
to understand the effects this action may cause to financial aid
eligibility.
Campus Locations and Offerings
The home campus of Webster University is in Webster Groves,
Missouri, a major suburban center of the St. Louis metropolitan
area. In addition to the home campus, the University has
campuses in downtown St. Louis, in St. Louis County at Westport,
and in St. Charles County at Winghaven. In the continental United
States, Webster University has campuses in 18 states and in the
District of Columbia. Internationally, the University has campuses
in Africa, China, Austria, The Netherlands, Switzerland, and
Thailand. Webster also offers many of its programs online.
Not all degrees and majors are offered at every Webster
University location. Campus offerings listed below are accurate
as of June 1, 2016. Please see individual campus websites
or Webster's Program Finder for current offerings. A schedule
of courses for the academic year is available online and at all
Webster University locations that offer degree programs.
*Indicates U.S. campuses that are approved to enroll international
graduate students. For further information, please consult
the Application for International Students section of this catalog.
^These are campuses on military bases. Students may be
required to produce U.S. government issued pictured ID to enter
the base. It is recommended that new international students
coming from abroad who do not have U.S. government issued
pictured ID not be admitted to these campuses. Only current
international students who have U.S. government issued pictured
IDs should be admitted to these campuses.
United States Campuses
Arizona
Luke Air Force Base
P.O. Box 726
Litchfield Park, AZ 85340
Ph: (623) 536-6880
Fax: (623) 536-6882
luke@webster.edu
Programs offered:
•
•
•
•
Human Resources Management (MA)
Management and Leadership (MA)
Master of Business Administration (MBA)
Master of Public Administration (MPA)
• Human Resources Management (MA)
• Master of Business Administration (MBA)
Little Rock Air Force Base
1490 Vanderberg Blvd., Room 109
Jacksonville, AR 72099
Ph: (501) 988-5331
Fax: (501) 988-1571
littlerockafb@webster.edu
Programs Offered:
•
•
•
•
Human Resources Development (MA)
Information Technology Management (MA)
Little Rock Metro*
200 W. Capitol Ave. Suite 1500
Little Rock, AR 72201
Ph: (501) 375-1511
Fax: (501) 375-1623
littlerock@webster.edu
Programs Offered:
•
•
•
•
Master of Health Administration (MHA)
California
Irvine Metro*
32 Discovery, Suite 250
Irvine, CA 92618
Ph: (949) 450-9066
Fax: (949) 450-9004
irvine@webster.edu
Programs offered:
•
•
•
•
•
Latino Communication Leadership (Certificate)
Latino Media (Certificate)
Arkansas
Fayetteville Metro*
Millsap Plaza
688 Millsap Rd., Suite 200
Fayetteville, AR 72703
Ph: (479) 571-1511
Fax: (479) 571-3511
fayetteville@webster.edu
Programs Offered:
• Management and Leadership (MA)
Fort Smith Metro*^
801 Carnall Avenue, Suite 200
Fort Smith, AR 72901
Ph: (479) 484-7747
Fax: (479) 484-9330
fortsmith@webster.edu
Programs Offered:
14
Los Angeles Air Force Base
61 FSS/FSDE
483 N. Aviation Blvd.
Bldg. 272, Rm. C2-207
El Segundo, CA 90245
Ph: (310) 607-8005
Fax: (310) 607-8008
losangeles@webster.edu
Programs offered:
•
•
•
•
•
Business and Organizational Security Management (MA)
Government Contracting (Certificate)
Procurement and Acquisitions Management (MA)
Colorado
Colorado Springs Metro*
5475 Tech Center Drive, Suite 110
Colorado Springs, CO 80919
Ph: (719) 590-7340
Fax: (719) 590-7343
coloradosprings@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
Cybersecurity (MS)
Cybersecurity Threat Detection (Certificate)
Finance (MS)
Space Systems Operations Management (MS)
Denver Metro*
9250 East Costilla Avenue Suite 310
Greenwood Village, CO 80112
Ph: (303) 708-8305
Fax: (303) 708-8439
denver@webster.edu
Programs offered:
Peterson Air Force Base
201 W. Stewart Ave.
Suite 106
Peterson AFB, CO 80914
Ph: (719) 574-7562
Fax: (719) 574-2333
petersonafb@webster.edu
Programs offered:
•
•
•
•
•
•
•
Change Leadership (MA)
District of Columbia
Joint Base Anacostia-Bolling/Bolling AFB*^
112 Brookley Avenue
Washington, DC 20032-8171
Ph: (202) 552-0075
Fax: (202) 561-7263
bolling@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
1-Year MBA: Master of Business Administration (MBA)
Cybersecurity (MS)
Cybersecurity-Threat Detection (Certificate)
Jacksonville Metro*
10407 Centurion Parkway N., Suite 210
Jacksonville, FL 32256
Ph: (904) 268-3037
Fax: (904) 262-1459
jacksonville@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
•
Counseling (MA)
Cybersecurity (MS) (Fall 1 2016)
Cybersecurity- Threat Detection (Certificate)
Finance (MS)
Global Business (Certificate)
Project Management (Certificate)
Jacksonville Naval Air Station
Navy Campus Ed Center Bldg. 110,
Box 137 Naval Air Station
Jacksonville, FL 32212-5000
Ph: (904) 779-7124
Fax: (904) 779-1247
jacksonville@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
•
Campus Locations And Offerings
•
•
•
•
•
•
Florida
Cybersecurity (MS) (Fall 1 2016)
Finance (MS)
Lakeland Metro*
Lakeside Village
1479 Towne Center Dr., Suite 202
Lakeland, FL 33803
Ph: (863) 687-9309
Fax: (863) 687-9062
lakeland@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
Counseling (MA)
Melbourne *
1775 W. Hibiscus Blvd. Suite 100
Melbourne, FL 32901-2620
Ph: (321) 956-6700
15
Fax: (321) 956-6525
spacecoast@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
Counseling (MA)
Cybersecurity (MS)
Merritt Island *
150 N. Sykes Creek Parkway, Suite 200
Merritt Island, FL 32953
Ph: (321) 449-4500
Fax: (321) 454-7799
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Counseling (MA)
Cybersecurity (MS)
Ocala Metro*
4414 SW College Rd, Suite 942
Ocala, FL 34474
Ph: (352) 861-9330
Fax: (352) 861-9333
ocala@webster.edu
Programs offered:
•
•
•
•
•
Counseling (MA)
Human Services (MA)
Orlando Metro*
501 W. Church Street
Orlando, FL 32805-2247
Ph: (407) 869-8111
Fax: (407) 869-8623
orlando@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
16
Counseling (MA)
Cybersecurity (MS)
Finance (MS)
Human Services (MA)
•
•
•
•
•
•
•
Patrick Air Force Base
Building 998 1020 Central Ave., Suite C-15
Patrick AFB, FL 32925-2901
Ph: (321) 868-5194
Fax: (321) 868-5174
Programs offered:
•
•
•
•
•
•
•
Tampa Bay/St. Petersburg*
11201 Corporate Circle North, Suite 140
St. Petersburg, FL 33716
Ph: (727) 570-9300
Fax: (727) 570-9303
tampabay@webster.edu
Programs offered:
•
•
•
•
•
•
•
Counseling (MA)
Human Services (MA)
Georgia
Fort Gordon
Education Division
741 Barnes Ave., Building 21606
Fort Gordon, GA 30905
Ph: (706) 798-3955
fortgordon@webster.edu
Programs offered:
•
•
•
•
•
Fort Stewart
Fort Stewart Army Education Center
100 Knowledge Dr.
Ft. Stewart, GA 31315
Ph: (912) 876-8080
Fax: (912) 876-8084
ftstewart@webster.edu
Programs offered:
•
•
•
•
Hunter Army Airfield
P.O. Box 42029
Hunter AAF, GA 31409-0029
Ph: (912) 354-0033
Fax: (912) 354-0039
hunter@webster.edu
Programs offered:
P.O. Box 250
Andover, KS 67002
Ph: (316) 686-6841
mcconnell@webster.edu
Programs offered:
Kentucky
•
•
•
•
•
Illinois
Great Lakes Naval Base
Navy College Office Building 617, Room 201
2221 MacDonough Street
Great Lakes, IL 60088
Ph: (847) 578-0974
Fax: (847) 578-1358
greatlakes@webster.edu
Programs offered:
Education and Innovation (MA)
Scott Air Force Base
375 FSS/FSDE
404 W. Martin St., Rm. 83
Scott AFB, IL 62225-1607
Ph: (618) 746-4747
Fax: (618) 746-2315
scott@webster.edu
Programs offered:
•
•
•
•
•
•
•
Cybersecurity (MS) (subject to IBHE approval in June ’16)
International Relations (MA)
Kansas
Fort Leavenworth
P.O. Box 3134
Ft. Leavenworth, KS 66027
Ph: (913) 682-1922
Fax: (913) 682-7746
fortleavenworth@webster.edu
Programs offered:
•
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•
McConnell Air Force Base
•
•
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•
Maryland
Joint Base Andrews/Andrews Air Force Base*^
316 MSS/DPE 1413 Arkansas Rd.
Andrews Air Force Base, MD 20762-6405
Ph: (301) 420-2256
Fax: (301) 420-2258
aafb@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
Louisville Metro*
1031 Zorn Avenue, Suite 200
Louisville, KY 40207
Ph: (502) 896-1835
Fax: (502) 896-1838
louisville@webster.edu
Programs offered:
Southern Maryland Educations Center*
44219 Airport Road
California, MD 20619
Ph: (301) 737-2500, ext 216
Fax: (301) 737-2542
bolling@webster.edu
SMHEC@webster.edu
Programs offered:
•
•
•
•
•
Missouri
Fort Leonard Wood*^
4904 Constitution Avenue
Building 499, Room 20
Fort Leonard Wood, MO 65473-9125
Ph: (573) 329-6777
Fax: (573) 329-2609
ftleonardwood@webster.edu
Programs offered:
•
•
•
•
•
Environmental Management (MS)
17
Gateway Campus*
815 Olive Street, Suite 20
St. Louis, MO 63101
Ph: (314) 968-5966
Fax: (314) 621-9233
downtown@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
•
Cybersecurity (MS)
Finance (MS)
Human Services (MA)
Legal Studies (MA)
Paralegal Studies (Certificate)
Kansas City Metro*
10450 Holmes Rd, Suite 100
Kansas City, MO 64131
Ph: (816) 444-1000
Fax: (816) 444-1740
kansascity@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
Counseling (MA)
Cybersecurity (MS)
Educational Technology (MET)
Teaching English as a Second Language (MA)
Rolla Metro*
1103 Kingshighway
Rolla, MO 65401-2922
Ph: (573) 368-4569
Fax: (573) 368-5497
rolla@webster.edu
Programs offered:
•
•
•
•
Counseling (MA)
Human Services (MA)
St. Louis Home Campus*
470 East Lockwood Avenue
Webster Groves, MO 63119-3194
Ph: (314) 968-7100
Fax: (314) 968-7116
Programs offered:
Unless otherwise noted, all programs listed in this catalog are
offered at the St. Louis home campus.
Westport*
11885 Lackland Rd., Suite 600
Maryland Heights, MO 63146
Ph: (314) 968-5955
18
Fax: (314) 291-5099
westport@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
•
•
•
•
Finance (MS)
Human Services (MA)
Science Management & Leadership (MS)
WingHaven*
2229 Technology Drive, Suite 300
O'Fallon, MO 63368-7344
Ph: (636) 561-2400
Fax: (636) 625-2522
Programs offered:
•
•
•
•
•
•
Human Services (MA)
North Carolina
Camp Lejeune
John A. Lejeune Education Center
Bldg. 825 Stone St., Room 115
Camp Lejeune, NC 28547
Ph: (910) 451-4407
Fax: (910) 451-0952
lejeune@webster.edu
Programs offered:
•
•
•
•
•
•
Fort Bragg
P.O. Box 71728
Fort Bragg, NC 28307
Ph: (910) 436-9802
Fax: (910) 436-9047
ftbragg@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
Counseling (MA)
Oklahoma
Fort Sill
Army Continuing Education System
4700 Mow-Way Road
Fort Sill, Oklahoma 73503-9009
Ph: (580) 353-5766
Fax: (580) 353-0280
sill@webster.edu
Programs offered:
•
•
•
•
Tinker Air Force Base
72 FSS/FSDE BLDG 201 SE
7751 1st Street
Tinker AFB, OK 73145
Ph: (405) 732-7110
Fax: (405) 732-7253
tinker@webster.edu
Programs offered:
• Information Technology Management (MA)
Joint Base Charleston/Charleston Air Force Base
101 West Hill Blvd., Bldg. 221
Charleston AFB, SC 29404
Ph: (843) 767-2278
Fax: (843) 767-2235
charleston@webster.edu
Programs offered:
• Business and Organizational Security Management (MA)
Charleston Metro*
4105 Faber Place Drive
N. Charleston, SC 29405
Ph: (843) 760-1324
Fax: (843) 760-1153
charleston@webster.edu
Programs offered:
•
•
•
•
•
•
•
Counseling (MA)
Columbia Metro*
100 Gateway Corporate Blvd.
Columbia, SC 29203
Ph: (803) 699-0900
Fax: (803) 699-2488
columbia@webster.edu
Programs offered:
•
•
•
•
•
•
Counseling (MA)
Fort Jackson
P.O. Box 10328
Ft. Jackson, SC 29207
Ph: (803) 738-0603
Fax: (803) 738-0338
jackson@webster.edu
Programs offered:
•
•
•
•
•
Greenville Metro*
124 Verdae Drive Suite. 400
Greenville, SC 29607
Ph: (864) 676-9002
Fax: (864) 676-0601
greenville@webster.edu
Programs offered:
•
•
•
•
•
•
•
Counseling (MA)
South Carolina
• Master of Health Administration (MHA)
Myrtle Beach Metro*
4589 Oleander Drive
Myrtle Beach, SC 29577-5706
Ph: (843) 497-3677
Fax: (843) 497-9268
myrtlebeach@webster.edu
Programs offered:
•
•
•
•
•
•
Counseling (MA)
Shaw Air Force Base
398 Shaw Drive, Rm. 108
Shaw AFB, SC 29152
Ph: (803) 666-2254
Fax: (803) 666-2287
shaw@webster.edu
Programs offered:
•
•
•
•
•
Cybersecurity (MS) (Beginning Fall 1 2016)
Tennessee
Memphis Naval Support Activity
5750 Essex Street
Room 7144
Millington, TN 38054
Ph: (901) 873-1531
19
Fax: (901) 873-1534
memphis@webster.edu
Programs offered:
•
•
•
•
•
Texas
Fort Bliss*^
Building 632, Taylor St.
Ft. Bliss, TX 79906-0077
Ph: (915) 562-4400
Fax: (915) 562-8635
bliss@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
•
Counseling (MA)
Joint Base San Antonio/Fort Sam Houston
2408 N. New Braunfels Ave. Suite 30
Building 2248
Ft. Sam Houston, TX 78234-5030
Ph: (210) 226-3373
Fax: (210) 224-1797
samhouston@webster.edu
Programs offered:
•
•
•
•
Joint Base San Antonio/Lackland Air Force Base
1550 Wurtsmith St.
Bldg. 5725, Room 156
Lackland AFB, TX 78236-5251
Ph: (210) 674-0014
Fax: (210) 670-9035
lackland@webster.edu
Programs offered:
•
•
•
•
•
San Antonio Metro*
11 NW Loop 410, Suite 600
San Antonio, TX 78213
Ph: (210) 348-8816
Fax: (210) 341-0110
sanantoniometro@webster.edu
Programs Offered:
•
•
•
•
•
•
•
•
•
Counseling (MA) (Clinical Mental Health emphasis)
Cybersecurity-Threat Detection (beginning Fall 1 2016)
Project Management (Certificate) (beginning Fall 1 2016)
Utah
Hill Air Force Base
7285 4th Street, Bldg. 180
Hill AFB, UT 84056-5012
Ph: (801) 779-2061
Fax: (801) 779-2062
hill@webster.edu
Programs offered:
•
•
•
•
•
Virginia
Fort Belvoir*^
Barden Education Center
9625 Belvoir Rd., Rm. 143
Fort Belvoir, VA 22060
Ph: (703) 781-7942
Fax: (703) 781-3834
belvoir@webster.edu
Programs offered:
•
•
•
•
•
•
•
•
Cybersecurity (MS)
Public Relations (MA)
International Campuses
Austria
Joint Base San Antonio/Randolph Air Force Base
Education Services Center
Building 208, 301 B Street West
Randolph AFB, TX 78150-4521
Ph: (210) 658-0707
Fax: (210) 658-6405
randolph@webster.edu
Programs offered:
20
Vienna
Palais Wenkheim, 23 Praterstrasse, 1020
Vienna, Austria
Ph: (011) 431-269-92 93
Fax: (011) 431-269-92-93-13
info@webster.ac.at
Programs offered:
• Finance (MS)
• International Relations (MA)
• Marketing (MA)
• Master of Business Administration with an Emphasis in
Finance (MBA)
• Psychology with an emphasis in Counseling Psychology
(MA)
China
Shanghai
369 North Zong Shan 1 Rd
Shanghai, China
Ph: (011) 86 (21) 65363559
Fax: (011) 86 (21 ) 65363559
Programs offered:
Chengdu
University of Electronic Science & Technology of China
Cengdu, Sichuan, 610054, China
Ph: (011) 86 (28) 83200870
Programs offered:
Geneva
15, Route de Collex, CH - 1293 Bellevue
Geneva, Switzerland
Ph: (011) 41-22-959-8000
Fax: (011) 41-22-959-8013
Programs offered:
•
•
•
•
•
•
•
Counseling (MA)
Health Care Management (French) (MA)
International Nongovernmental Organizations (MA)
Leadership and Management in Healthcare (French)
(Certificate)
• Media Communications (MA)
Thailand
Bangkok
Level 4 Retail Wing - Empire Tower, 195
South Sathorn Tai Road
Yannawa, Bangkok 10120, Thailand
Ph: (011) 66 (32) 456-162-8
Fax: (011) 66 (32) 456 169
admissions@webster.ac.th
Programs offered:
Online Program Options
Ghana
Accra
4th Circular Road
Cantonments
Ph: +233-30-277-4250
ghana@webster.edu
Programs offered:
The Netherlands
Leiden
Boommarkt 1-2311 EA
Leiden, Netherlands
Ph: (011) 31 (0)71 516 8000
Fax: (011) 31 (0)71 516 8001
Programs offered:
•
•
•
•
•
•
•
Cybersecurity (MS)
New Media Production (MA)
Psychology with an emphasis in Counseling Psychology
(MA)
Webster University offers you unparalleled opportunities to
advance your career with a distinctive blend of classroom and
online degree programs. At Webster, you choose the format that
is best for you.
You can pursue your degree entirely online, or mix classroom and
online courses according to your preferences, interests, and work
or family commitment.
Webster University's WorldClassRoom offers courses and
programs that you can participate in any time of day or night; from
anywhere you have a computer with Internet access, such as
work, home, the library, or while traveling.
As an online student you will be taught under the same rigorous
academic standards as our traditional classroom programs, yet,
everything needed to earn a degree or just take a course is online
and accessible 24 hours a day, 7 days a week during the regular
academic term.
Online programs and courses are continually being developed
to serve the needs of Webster students. A list of current online
programs can be found at www.webster.edu/online.
Current Online Programs
Graduate Degrees
•
•
•
•
Gerontology (MA)
Science Management & Leadership (MS)
21
Shenzhen
Shenzhen Campus of Shanghai University
SUFE Shenzhen
3F Sichuan Building, Hongli Road,
Futian District, Shenzhen. 518028
Tel: (011) 86 (755 )8367 3553,
(011) 86 (755)8367 3280,
(011) 86 13723721172
Programs offered:
Switzerland
• Teaching English as a Second Language (MA)
•
•
•
•
•
•
Applied Gerontology Enhancement & Specialization
Environmental Sustainability
Gerontology
Science Management & Leadership
Teaching English as a Foreign Language
Teaching Globalization and History
George Herbert Walker School of Business &
Technology
Graduate Degrees
•
•
•
•
•
•
•
•
•
•
Cybersecurity (MS)
Finance (MS)
Space System Operations Management (MS)
•
•
•
•
•
Cybersecurity-Threat Detection
Digital Marketing Management
Global Business
Government Contracting
Project Management
Graduate Degrees
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Advertising and Marketing Communications (MA)
Communications Management (MA)
Media Communications (MA)
School of Education
Graduate Degrees
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Communication Arts Education (MA)
Education for Global Sustainability (MA)
Educational Leadership (EdS)
School Systems, Superintendency and Leadership (EdS)
Special Education (MA)
Graduate Certificate
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Applied Behavior Analysis (AGC)
Educational Technology Leadership
Leadership in Tiered Systems of Support (AGC)
Mobile Technology in Education
Online Teaching and Learning
Pedagogical Coordination in the Reggio Emilia Approach
Psychoeducational needs of Immigrant and Refugee Youth
Admission
Admission
General Admission Information
The University considers applications for admission on a rolling
basis. Applicants are encouraged to apply at the beginning of
the semester prior to which they wish to enroll. Students should
apply to only one Webster campus. Applicants may contact the
Admission Office to request a change in the Webster campus
location of an existing application.
Contact Information for the Office of Admission
Office Location:
Webster University
Webster Hall 130
Saint Louis, MO 63119-3194
U.S.A.
Electronically- transcripts@webster.edu
Application documents submitted from outside the United
States may use the following mailing address:
Webster University
40 North Rock Hill Road
Webster Groves, Missouri 63119-2242
USA
ATTN: Office of Admission
Prospective applicants to one of the University's worldwide
campuses should make direct contact with the Admission Office
at the campus in which they are interested. Campus addresses,
phone and fax numbers, and web addresses is available at http://
www.webster.edu/locations/
Degree Seeking
Admission Criteria
Applicants considered for admission to graduate studies at
Webster University must hold an earned baccalaureate degree
from an accredited educational institution recognized by Webster
University, and meet all program admission standards. Applicants
who have a completed baccalaureate degree from a U.S.
accredited institution must satisfy program requirements or
requisites, including a 2.5* (on a 4.0 scale) minimum cumulative
Grade Point Average (GPA) at their degree granting institution for
full admission. Students who completed their university education
outside the U.S. must have earned an equivalent recognized
baccalaureate degree as determined by Webster University.
Students who have the necessary academic preparation for
admission to accredited/recognized master's-level university
programs in their native system of education, providing their
academic preparation was at least three years in length, will be
considered for admission using Webster University admission
criteria. Consideration includes a minimum, cumulative GPA as
calculated by Webster University.
Any transcripts not issued in English will require a certified English
translation in addition to the official original language document.
The admission decision will be made only after all required
documents are on file with the appropriate office at the University.
Additional Application Requirements by Program:
Acceptance
Applicants should submit official transcripts to the Office of
Admission at transcripts@webster.edu or the following address:
Office of Admission
Webster University
470 East Lockwood Ave.
St. Louis, MO 63119
Note: Graduate applicants who apply and are provisionally
accepted either by submitting unofficial transcripts or before
completing their undergraduate degree must submit a final
transcript indicating the degree received and the date conferred.
This official transcript must be on file within eight weeks from the
beginning of the student's starting term for full acceptance to the
University.
To be considered official, transcripts must be received by Webster
University directly from the issuing institution. If the student is to
deliver transcripts, they must be in sealed, unopened envelopes
and certified with the official seal of the issuing institution. Official
transcripts may also be directed electronically using an approved
safe transmission by sending to transcripts@webster.edu.
Official transcripts must be sent directly to the main campus in
St. Louis and other documents pertaining to admission should be
sent directly to the campus to which the student applied and/or
currently attends.
Provisional admission: This may be granted to students without
a transcript on file whose cumulative GPA is 2.5 or higher;
however an official copy of the degree conferred transcript must
be received before any federal financial aid may be disbursed and
before the student may register for classes for the second term of
enrollment at Webster. Upon receipt of the official transcript from
the institution awarding the baccalaureate degree, the student
will receive a full graduate admission decision with any conditions
such as "conditional basis" acceptance noted, based on the final
GPA.
Provisional Conditional admission: This may be granted to
students without a transcript on file whose cumulative GPA is at
least a 2.0 but below 2.5; however, an official copy of the degree
conferred transcript must be received before any federal financial
aid may be disbursed and before the student may register for
classes for the second term of enrollment at Webster. Upon
receipt of the official transcript from the institution awarding the
baccalaureate degree, the student will receive a full graduate
admission decision with any conditions such as "conditional
basis" acceptance noted, based on the final GPA. Conditionally
admitted students will be limited to one course per term prior to
advancement to candidacy.
Full Admission: Students whose official degree conferred
transcript shows a cumulative GPA of at least a 2.5 on a 4.0
scale will receive a full graduate admission decision. Specialized
graduate programs have other admission requirements
determined by individual Schools and Colleges of Webster
University.
Acceptance by Conditional Basis: Students whose official
degree conferred transcript shows a cumulative GPA of at
least a 2.0 but below 2.5 will be admitted under a "conditional
basis" category. These students will be limited to one course per
term prior to advancement to candidacy. Specialized graduate
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Admission
Email: admit@webster.edu
Phone: 314-246-7800 or 1-800-753-6765
Fax: 314-246-7116
Applications and supporting documents may be sent
electronically or by regular mail to:
Office of Admission
Webster University
470 E. Lockwood Avenue
St. Louis, MO 63119
Some academic programs have additional admission
requirements, which are specified in their respective section of
the catalog. After the application is completed, the University
Admission Committee will render an admission decision.
Admission
programs have other admission requirements determined by
individual Schools and Colleges of Webster University.
Application by U.S. Citizens and Permanent
Residents (Resident Alien Card Holders)
Students should apply online at www.webster.edu/apply. A nonrefundable application fee of $50 is required.
Students who are Permanent Residents of the United States and
hold a Resident Alien Card must submit a copy of both sides of
the card with their completed application.
Military Applicants
Members of the U.S. Army may apply for admission using the
GOARMY.ED portal. Your application will then be directed to the
Office of Admission for entry. Applicants interested in pursuing a
sequential degree may not use the portal but may apply directly
to Webster University using the following link: www.webster.edu/
apply. All documents required for admission to the degree
program will apply.
Application for International Students
Webster University welcomes applications for admission from
students from all countries.
Application Requirements
• An International Application. Non-U.S. citizens, U.S. citizens
applying from outside the U.S. and any student applying to
a campus outside the United States should apply online at
www.webster.edu/apply. A non-refundable application fee
of $50 is required. Application fees vary based upon the
campus location, please contact the campus you wish to
attend.
• Official transcripts from the educational institution from which
the student earned their first bachelors-level degree. For
U.S. institutions, this means accreditation from a regional
accrediting body. Non-U.S. institutions must be recognized
by the Ministry of Education as a university-level provider
of higher education and accredited by any appropriate
agencies within the home country and any countries in
which it operates and/or issues degrees. This transcript and/
or diploma must show the degree received and the date
conferred. Applicants previously enrolled in graduate-level
coursework must submit official transcripts of that work.
Note: Graduate applicants who apply and are provisionally
accepted either by submitting unofficial transcripts or before
completing their undergraduate degree must submit a final
transcript indicating the degree received and the date conferred.
If transcripts do not indicate degree or conferral date a copy of
diploma is required. This official transcript must be on file within
eight weeks from the beginning of the student's starting term for
full acceptance to the University.
To be considered official, transcripts must be received by Webster
University directly from the issuing institution. If the student is to
deliver transcripts, they must be in sealed, unopened envelopes
and certified with the official seal of the issuing institution. All
official transcripts and documents in a language other than
English must be accompanied by a certified English translation.
• Documentation of English Language Proficiency: All
applicants, regardless of program or enrollment location,
whose primary language is not English must document
their English language proficiency at the time of application.
Applicants normally satisfy this requirement by submitting
official Test of English as a Foreign Language (TOEFL),
Academic IELTS, or Pearson scores.
• A 300 to 400 word essay on a topic of your choice. You may
describe a special interest, experience, or achievement or a
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curriculum vitae (résumé) that documents prior employment
and experience.
• One letter of recommendation from a professor and/or an
employer.
• Additional official documentation may be required depending
upon an applicant's program of interest or previous
educational background. See program page for details.
• Applying for a visa: Students requiring a visa to study in
the country in which their campus is located will be required
to provide additional documentation for the visa process.
Visa documentation requirements can vary at international
campus locations depending upon the applicant's citizenship
status and/or country of origin at the time of acceptance to
the University. Applicants should check with the campus
they plan to attend for specifics. The University will notify
applicants if additional documentation is required to complete
the application file. For current information, please contact
the campus at which you plan to enroll.
English Language Proficiency
Applicants whose primary language is not English must document
their English language proficiency at the time of application.
Applicants normally satisfy this requirement by submitting official
scores within the past two years of the Test of English as a
Foreign Language (TOEFL) or Academic IELTS scores. The
scores required for admission are as follows:
• TOEFL: iBT- 89
• IELTS: Academic: 6.5
• Pearson: 61
Equivalent Cambridge, Oxford, NEAB, TEEP, Academic IELTS,
and London Certificate test results that are current can be
considered in lieu of the TOEFL. Students who cannot document
current evidence of English proficiency should contact the
campus to which they are applying for possible on-site testing.
In such cases, testing must be completed before the admission
decision will be made. Webster University will refer for testing
any applicant for admission about whose English language
proficiency an admissions officer has concerns. All English as a
Second Language (ESL) recommendations and requirements
are a condition of the applicant's admission, enrollment, and/or
continued enrollment at the University.
Use these institutional codes for Webster University when
requesting an official TOEFL score report:
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St. Louis campus: 6933
Ghana campus: 6933
Geneva campus: 0546
Hua Hin/Cha-am campus: 7954
Leiden campus: 0548
Vienna campus: 0547
In lieu of submitting one of the English proficiency examinations
above, students can demonstrate English proficiency (and be
exempt from the test requirement) in any of the following ways:
• Documentation of successful completion of the ELS
Language Center's English for Academic Purposes - or ELS
Language Center Level 112
• Documentation of successful completion of the University of
Central Florida's Center for Multilingual Multicultural Studies
(CMMS) Intensive English Program
Conditional Admission— Some students are academically
acceptable to the University but have additional English language
proficiency needs that the University believes can be met by
taking English as a Second Language (ESL) courses through
Webster University or another educational institution with whom
the University has an articulation agreement. These students
will be accepted on a conditional basis that acknowledges their
Admission
need to document further work in English. Students admitted
on a conditional basis must meet the University's English
language proficiency requirements listed above before they can
be advanced to candidacy in the graduate program.
Admissions appeals should be sent electronically to the Office of
Admission at admit@webster.edu and addressed to the attention
of the chair of the Admissions Appeal Committee.
On-Campus Testing for English— Students admitted on
conditional admission must sit for the University's on-campus
English language testing prior to registration. The results of this
evaluation will enable the academic advisor to place the student
in appropriate coursework. Options include intermediate and/or
advanced English as a Second Language (ESL) courses only;
ESL courses in combination with academic courses; or academic
courses only. Webster University will refer for testing any
student about whose English language proficiency an academic
department, an individual faculty member, or an academic adviser
has concerns.
Application by Non-Degree Seeking Students
Students who do not plan to complete a degree or program
from Webster University may request approval to take graduate
courses at the University as a non-degree student. Non-degree
candidates seeking access to graduate-level coursework must
satisfy the minimum criteria for graduate study (a completed
baccalaureate degree) as well as satisfy all course or program
prerequisites.
Admission
A student who wants to register for a course as a non-degree
student must complete a non-degree application. A nonrefundable, graduate application fee of $50 is required. Not all
programs offer non-degree status. Non-degree seeking students
are prohibited by federal regulations from receiving federal
financial aid. Tuition for non-degree courses must be paid at the
time of registration. Approved non-degree seeking applicants can
register for classes 30 days before the start of the requested term.
International students who want to apply as non-degree will also
need the appropriate English proficiency criteria listed above.
A student may enroll as a non-degree student for up to 6 credit
hours. To continue as a non-degree student after the initial 6
credit hours, the student must submit an official undergraduate
transcript showing baccalaureate degree conferral to the Office of
Admission. Non-degree students should meet with an academic
advisor before registering for courses since they are subject to
the same prerequisite course requirements that apply to degreeseeking students. Non-degree students interested in pursuing
MA in Counseling coursework should consult with the individual
department admission requirements that can be found in this
catalog under the Counseling program.
Admission Appeal Process
Students who have been denied admission to the University may
appeal their decision through the Webster University Admissions
Appeal Committee, which is comprised of University staff and
faculty. Students seeking a successful appeal must submit the
following information to be considered:
• A statement (no longer than 2 pages, double-spaced)
detailing the reasons why the Appeal Committee should
consider altering the initial admission decision. Students
should discuss why they believe they will succeed at Webster
and should convey any important information related
to academic potential not indicated on the transcript(s)
submitted for admission.
• Updated transcript(s) detailing any college-level coursework
completed since the initial admission decision was rendered,
if available. Students likely to be granted an appeal will
be able to document a measurable change in academic
preparedness since the original denial.
• Other documentation may be required upon request.
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Enrollment
Enrollment
Connections/Email Accounts
Webster University provides all students, faculty, and staff with
a University email account through Connections. Students are
expected to:
• Activate their Connections account after receiving their
username and password. Students receive a link to set
up their Connections account after registering for classes.
If you have applied but not enrolled in a course and
never set up your Connections account you will need
to contact the Office of Admission at 800-753-6765 or
admissioninfo@webster.edu. If you have enrolled but
never set up the account, you will need to contact the
Webster University Help Desk 48 hours after the time of
enrollment. You can reach them at 1-866-435-7270 or
support@webster.edu. Students should be at a computer at
the time of their call.
• Regularly check incoming University email. Your Webster
email account is where all official communication from
Webster will be sent.
• Regularly check their Connections Personal and Campus
Announcements.
• Maintain their University email account in working order
(including compliance with the University's Acceptable Use
Policy and appropriately managing disk space usage).
• Students may choose to have their University email
forwarded to an alternate email address. Connections
account holders can call the Help Desk (314-246-5995 or
toll free at 1-866-435-7270) for assistance with this setup.
Instructions are also provided on the Information Technology
web site at www.webster.edu/helpdesk. Individual account
holders are solely responsible for ensuring that all University
correspondence continues to be received and read.
Connections also provides access to grades and registration.
Students must access their final class grades through the
Connections "Student Academic Services" channel. Faculty must
input their final class grades through the Connections "Faculty/
Staff Academic Services" channel. Those students eligible to
register online may do so through the Connections "Student
Academic Services" channel.
Registration
• Students are required to meet with an academic advisor
and complete a degree plan prior to entering a program at
Webster. After this initial advising appointment, students may
continue to register for subsequent terms with their advisor
or through their online Connections account. Failure to meet
with an advisor and prepare a degree plan may result in a
student taking inappropriate courses.
• The student must complete and submit a registration form
prior to attending a graduate class. All first-time students
must register with an advisor.
• Students registering for graduate courses should register
concurrently for Fall 1 and Fall 2 or Spring 1 and Spring 2. It
is important that the student complete only one registration
each term. A course may be added by contacting your
local campus. Registration periods are established for each
program location.
• Students should register at the earliest opportunity because
class sizes are limited.
• Certain degree programs may have restricted registration
periods. Students should consult their advisor or local
registration staff.
• Registrations will not be accepted after the first scheduled
meeting of the course and section of campus courses. If a
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student gains the permission of the instructor and submits a
signed add slip the course may be added.
Registrations for online courses should be completed prior
to the first day of login. Late registrations are allowed during
the first week of the term for some courses. Students should
contact the Online Learning Center with questions.
Registrations will not be accepted in class.
Published course schedules are subject to change without
prior notice.
International students who have been conditionally accepted
will need to contact the ESL coordinator to arrange for testing
before registration.
Course Load Guidelines
MA, MBA, MFA, MHA, MM, MPA, MS, MSN (excluding School of
Education)
The maximum course load in the graduate degree program for a
fully admitted student is 6 credit hours per term or 9 credit hours
in a 16 week course. A student must receive written authorization
to enroll in more than 6 credit hours per term or more than 12
credit hours per semester. Authorization is waived if the following
courses are taken with two 3-credit-hour courses in one term:
• WSBT 5000, Career Success for the 21st Century (1 hours)
• COUN 6100/6200 Counseling Learning Practicum (1.5 hours)
• Any 5500 course offered as a 1-credit course
Students may request permission to overload by submitting a
Program Option Request to their local campus. Students may
request approval if they meet the following criteria:
• Demonstrated academic success at full time enrollment in
graduate coursework. Success is defined by the student
earning grades of B or better in both courses in the full term.
• Good academic standing
• Under the Americans with Disabilities Act (ADA), students
with disabilities may warrant an adjustment in full-time
student load.
Requests for a reduced load are made to the director of the
Academic Resource Center at the time of registration, according
to their guidelines.
Course Load Guidelines
School of Education (EdD, EdS, MAT, MA, and MET)
A graduate student who is enrolled in at least 9 credit hours in
semester-long courses or at least 5 credit hours in eight-week
courses is considered a full-time student.
A graduate student who is enrolled in at least 5 credit hours but
less than 9 credit hours in a semester or at least 3 credit hours
but less than 5 credit hours in an eight-week term is considered a
half-time student.
A graduate student who is enrolled in less than 5 credit hours in
a semester or less than 3 credit hours in an eight-week term is
considered less than half time.
Students requesting permission to take more than 7 credit hours
in one fall semester, spring semester or summer term must
complete an overload petition with their advisor.
Requisite Course
MA, MHA, MPA, MS
Enrollment
Most programs have a requisite (5000) course that is mandatory if
the student has no academic experience in the area. The requisite
course must be completed prior to registration for a core course
in the declared major. The student who selects an elective course
in another major should enroll in the requisite course if he or she
does not have an academic background in that area. A maximum
of three 5000 courses outside the student's declared major(s) may
be applied as elective credit toward the graduate degree program.
courses may be applied toward the student's graduate degree.
4000-series courses may only be transferred in with grades of B–
or better.
NOTE: The one-credit WSBT 5000 course, if taken as an
elective, does not count toward the three requisite 5000 course
limit.
Add/Drop/Withdraw Procedures
If the student can demonstrate academic proficiency in a major,
a request for a waiver of the requisite course may be made by
submitting a Program Option Request form and documentation
to the local director. A student who is granted a waiver of the
requisite course in the declared major may not enroll in that
course for elective credit after the initial term. A waiver does not
change the credit hours required for completion of the MA , MS,
MHA and MPA degree.
Professional Seminars
Integrated Studies Course
MA, MBA, MHA, MPA, MS
Each major has a required culminating 6000 or 6200 capstone
course. A thesis or project, where allowed, may meet
requirements for the 6000 integrated studies course. This
substitution is requested on the Program Option Request form.
Core courses in the declared major must be completed prior to the
student's enrollment in one of these program options. Under the
thesis or project option, 3 credit hours will meet requirements for
the integrated studies course and 3 credit hours will be considered
elective credit.
Integrated studies courses (capstone courses) may not be taken
as electives. A student may not count more than one integrated
studies course toward a single graduate degree.
Dissertation
EdD
Each doctoral candidate is required to complete and defend a
dissertation. All core courses in the major must be completed,
comprehensive exams must be passed, and a prospectus
presented prior to the candidate's enrollment in the dissertation
course. A candidate must take a minimum of 10 credit hours of
dissertation toward the Doctor of Education degree.
A student may add a campus course within six calendar days of
the first officially scheduled class meeting of the course section,
if they have the permission of the Instructor. To add the class
students must submit a Add Slip signed by their instructor.
A student may drop a course within the first two weeks of the
term. Students may drop online, or they may contact their local
campus for assistance. Informing the course instructor is not
sufficient notice for adding or dropping a course.
The drop or add procedures must be followed when a student
changes from one section of a course to another section. A
change from one section to another must occur during the
drop/add period. Changing a section without following these
procedures may result in no credit being awarded and potential
probation or dismissal.
A student may withdraw from a course by filing a Withdrawal
Petition or contacting their local campus location prior to the
Friday of the sixth week of the term. Informing the course
instructor is not sufficient notice for withdrawing from a course.
A grade of W will be recorded on the transcript. Students should
consult the Refunds section under Tuition, Fees, and Refunds for
further information.
If veterans' educational benefits apply, the regional V.A. office
will be notified of the date on which a student officially ceases
attendance.
Term and Class Schedule
The graduate academic calendar consists of five eight-week or
nine-week terms per year: Summer, Fall 1, Fall 2, Spring 1, and
Spring 2, depending on program. Programs in the Walker School
of Business & Technology, the School of Communications, and
the College of Arts & Sciences (with the exception of the MSN),
follow the nine-week per term calendar. Terms are eight weeks in
duration for the School of Education, the Leigh Gerdine College
of Fine Arts, and the MSN. Terms at international campuses vary.
Consult the online academic calendar for details.
Classes in the 8-week or 9-week format meet for four hours one
night a week. Students are expected to attend all classes for the
full scheduled time.
Course schedules listing the terms and courses offered can be
found at each campus location and online (www.webster.edu/
academics/course-schedules.html).
Graduate/Undergraduate Registration
Course Attendance
Courses numbered in the 5000 and 6000 series are graduate
courses. An upper-division undergraduate student may enroll in
graduate courses with written permission of his or her advisor.
The University reserves the right to drop students who do not
attend class the first week of the term/semester. However,
students are responsible for the accuracy of their schedule and
should not rely on this potential action. Students should verify their
schedule by logging in to their Connections account.
Webster University 4000-series courses are undergraduate
senior-level courses. With prior approval a graduate student may
enroll in a 4000-series course. A maximum of 6 credit hours of
4000-series courses from Webster University can be applied to a
graduate degree, except in the MBA. Prior approval requires the
written permission of the appropriate school/college dean.. These
Students are expected to attend all class sessions of every
course. In the case of unavoidable absence, the student must
contact the instructor. The student is subject to appropriate
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Enrollment
Professional seminars are 1-credit-hour courses denoted as 5500
courses that examine contemporary issues. Courses may be
repeated for credit if content differs. Students are limited to a total
of three credit hours of professional seminars.
Students who take 4000- or 5000-series courses to complete
an undergraduate degree may not apply these courses to meet
credit-hour requirements for a graduate degree, except in the
combined degree programs.
Enrollment
academic penalty for incomplete or unacceptable makeup work,
or for excessive or unexcused absences. A student who misses
more than one four-hour course period (per course) without a
documented military or medical excuse and advance permission
from the instructor should withdraw from the class within the time
period allowed for withdrawals.
Advancement to Candidacy
MA, MBA, MHA, MM, MPA, MS, MSN
Students are admitted to their graduate program upon completion
of all admission requirements. Students are advanced to
candidacy status after successfully completing 12 credit hours of
graduate credit, with grades of B– or better. In the MBA program
and other specialized programs, courses required as prerequisites
to the program do not count toward the 12 credit hours required
for advancement. A student who receives one F or two C's before
advancement is dismissed. Students admitted on a conditional
basis into the School of Business and Technology, the College of
Arts & Sciences, or the School of Communications are limited to
taking one course per term. Such students who earn one grade
of C or below before they are advanced to candidacy will be
dismissed without further right to appeal for reinstatement but may
apply for readmission after one calendar year from the date of
dismissal. Exceptions for international students may apply.
program and/or in-service courses cannot be counted toward
advancement.
• The student must have a current grade point average of at
least 3.0 (B).
School of Education (EdS)
Educational Leadership
After completing 1 block in the program, the student is advanced
to candidacy when the portfolio or other approved documentation
method is submitted by the student and approved by faculty.
After completing 9 credit hours in the program, all degree-seeking
students are required to be advanced to candidacy. For specific
details please see your advisor.
School Systems, Superintendency and Leadership
After completing 6-12 hours in the program, the student is
advanced to candidacy when the portfolio or other approved
documentation method is submitted by the student and approved
by faculty.
MFA, Arts Management and Leadership
• Admission to the program constitutes advancement to
candidacy
• One grade of F, or two grades of C constitute dismissal from
the program.
MA in Art
• Advancement to candidacy in the MA in Art Program is
achieved by completion of a minimum of 12 credit hours with
grades of B or above and a positive faculty evaluation in the
Graduate Advancement to Candidacy Review.
• One grade of F, or two grades of C constitute dismissal from
the program.
School of Education (MA, MAT, MET)
Students not advanced to candidacy are not eligible to continue
in their programs. After completing 9-12 credit hours within an
MAT, MA or MET major and before 21 credit hours, the student's
performance and program are evaluated to determine whether the
student should be advanced to candidacy. (Transfer hours from
other colleges and universities do not count in the eligibility for
candidacy hours.) Students who do not file their ATC paperwork
on time will have a hold placed on their account and will not be
allowed to register for subsequent terms until the paperwork has
been filed and their ATC granted.
While advancement to candidacy indicates that a student
shows the requisite ability and interest to complete the program
successfully, the degree candidate continues to receive advising
and is evaluated routinely until all other program requirements
have been met.
It is the student's responsibility to pick up an Advancement to
Candidacy form from his or her advisor during registration once he
or she has completed 9 credit hours of coursework.
To be eligible for advancement, a student must meet the following
criteria:
• The student must have successfully completed 9 credit
hours within a major. Courses taken before entry to the
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Academic Policies
Academic Policies
Conduct
Students enrolling in a graduate program at Webster University
assume the obligation of conducting themselves in a manner
compatible with the University's function as an educational
institution. Misconduct for which students are subject to discipline
may be divided into the following categories:
Students who engage in any of the above misconducts may be
subject to dismissal from the University on careful consideration
by the Office of the Provost or his designee. To the extent that
penalties for any of these misconducts (e.g., theft or destruction
of property) are prescribed by law, the University will consider
appropriate action under such laws.
Students are subject to the Student Code of Conduct and Judicial
Procedure described in the Online Student Handbook.
Academic Honesty Policy
The University is committed to high standards of academic
conduct and integrity. Students will be held responsible for
violations of academic honesty.
Facilitating Academic Dishonesty—Assisting or attempting to
assist any person to commit any act of academic misconduct,
such as allowing someone to copy a paper or test answers.
Disciplinary Actions
In most cases, the instructor will address issues of academic
dishonesty within the confines of the student's course. The
instructor may decide an appropriate consequence, including the
following options: a written warning; the assignment of a written
research project about the nature of plagiarism and academic
honesty; a reduced grade or partial credit on the assignment;
requiring the student to repeat the assignment; or issuing a failing
grade to the student of the course.
If a student receives an unsatisfactory grade (C, F) in a course as
a result of academic dishonesty, existing academic policies may
lead to warning, probation or dismissal.
In extreme cases, a dishonesty violation may warrant
consideration for dismissal, suspension, or other disciplinary
action. These disciplinary actions require a formal judicial process
as outlined in the Student Handbook.
Credit Hours
Credit hours are based on semester hours. Most Webster
University graduate courses are 3-credit-hour courses. Credits
which are transcripted by other institutions as quarter-hours will be
transferred using a 2/3 conversion factor.
Continuing Enrollment
All graduate programs, excluding the School of
Education
A student who has not enrolled in Webster University graduate
degree coursework for five consecutive terms must enroll for the
sixth term, or the student will be required to meet the program
degree requirements stated in the catalog that is current when
the student resumes classes with Webster University. This policy
may not apply to students whose work assignments are remote
from a Webster University extended-campus location or who have
permission to complete studies at another institution.
Definitions of Academic Dishonesty
If a student is enrolled continuously and core-course requirements
change, the student may opt to complete the revised core
curriculum.
Academic dishonesty includes the following and any other forms
of academic dishonesty:
Continuing Enrollment
Cheating—Using or attempting to use crib sheets, electronic
sources, stolen exams, unauthorized study aids in an academic
assignment, or copying or colluding with a fellow student in an
effort to improve one's grade.
Fabrication—Falsifying, inventing, or misstating any data,
information, or citation in an academic assignment, field
experience, academic credentials, job application or placement
file.
Plagiarism—Using the works (i.e. words, images, other materials)
of another person as one's own words without proper citation in
any academic assignment. This includes submission (in whole or
School of Education
MA, MAT and MET
Students must complete their degree within seven years of entry
into a graduate program. Students who are unable to finish their
program within seven years must apply to the Dean, School of
Education for an extension.
EdD and EdS
Students who enter the program must complete all degree
requirements within five years after completion of their initial EdS
course. Students who apply but do not enroll within one year must
submit a new application to both the university and the program.
29
Academic Policies
• All forms of dishonesty, cheating, plagiarism, or knowingly
furnishing false information to the University. (See Academic
Honesty Policy in this catalog.)
• Obstruction or disruption of teaching, research,
administration, disciplinary procedures, or other University
activities or of other authorized activities on University
premises.
• Classroom disruption. Behavior occurring within the
academic arena, including but not limited to classroom
disruption or obstruction of teaching, is within the jurisdiction
of Academic Affairs. In cases of alleged campus and/or
classroom disruption or obstruction, a faculty member
and/or administrator may take immediate action to restore
order and/or to prevent further disruption (e.g., removal of
student[s] from class or other setting). Faculty members have
original jurisdiction to address the immediacy of a situation
as they deem appropriate. When necessary and appropriate,
Public Safety and/or the local [or military] police may be
contacted to assist with restoring peace and order. Faculty
response is forwarded to the academic dean (or his or her
designee) for review and, if necessary, further action. Further
action might include permanent removal from the course.
Repeated offenses could lead to removal from the program
and/or the University.
• Theft of or damage to property of the University.
in part) of any work purchased or downloaded from a Web site or
an Internet paper clearinghouse.
Academic Policies
A student may apply to the Dean, School of Education for a leave
of absence for one year. If the absence is approved, the five-year
program limit will be suspended for that year and will resume at
the end of the leave of absence, whether or not the student enrolls
in EdS courses.
Students who have been absent from program for longer than one
year, and who wish to sit for a licensure exam, are responsible
for updating their knowledge before they take the test during the
current exam year.
ZF = 0 pts.
NC = 0 pts.
WF = 0 pts.
* The School of Education (MAT, MA, MET and EdS) does not
utilize the "F"grade.
Grades of Incomplete, Withdrawn, or Credit for Webster University
graduate courses, or Credit or Pass for transfer courses, are not
used in calculating the GPA. When courses are repeated, the
latter course is used for GPA calculation.
Grades
Grade Appeals
Grades reflect the following standards:
Normally, grade disputes should be resolved between the student
and the instructor. Students may discuss any grade with the
instructor. A student who believes he/she has received a grade of
NC, C or F that is arbitrary or assigned for nonacademic reasons
may discuss the grade with the appropriate chair in St. Louis, or
the site director at extended campuses. If the grade dispute is not
resolved within three months, the student may appeal the grade to
the appropriate dean to review the procedures the instructor used
in determining the grade. Grade appeals should be addressed in a
timely manner, and are not considered after one academic year.
• A/A-: Superior graduate work Instructors may choose not to
use the pluses and minuses.
• B+/B/B-: Satisfactory graduate work Instructors may choose
not to use the pluses and minuses.
• C: Work that is barely adequate as graduate-level
performance
• CR: Work that is performed as satisfactory graduate work
(B– or better). A grade of "CR" is reserved for courses
designated by a department, involving internships, a thesis,
practicums, or specified courses.
• NC: Unsatisfactory graduate work (used primarily by School
of Education and for the WSBT 5000 course)
• F*: Work that is unsatisfactory
• I: Incomplete work
• ZF: An incomplete which was not completed within one year
of the end of the course. ZF is treated the same as an F or
NC for all cases involving GPA, academic warning, probation,
and dismissal.
• W: Withdrawn from the course
• WF: Unofficial Withdrawal: A student enrolled for the
course, did not withdraw, and failed to complete course
requirements. Used when, in the opinion of the instructor,
there is insufficient completed work to evaluate academic
performance. WF is treated the same as an F or NC for all
cases involving GPA, academic warning, probation, and
dismissal
NOTE: IP is not a letter grade assigned by an instructor, but it
designates a course in progress for the current term.
*The School of Education (MAT, MA and EdS) does not utilize the
"F" Grade.
A student in the School of Education may choose to receive
Credit/No Credit, rather than a letter grade, by completing a grade
choice form by the second week of classes. Education students
must complete 33 credit hours with a B average or the equivalent.
Grades are available on the Internet to all students at the end
of each scheduled term. (A hard copy is available upon request
and may be requested online via the Academic Services Channel
within Connections.)
Grade Point Average
A grade point average (GPA) is calculated on all graded work,
including transfer credit, applied toward all graduate degrees.
Graduate students are expected to maintain a GPA of B or higher.
A 4-point system is used to calculate the GPA:
A = 4.0 pts.
A– = 3.67 pts
B+ = 3.33 pts.
B = 3.0 pts.
B– = 2.67 pts.
C = 2.0 pts.
F* = 0 pts.
30
Grades leading to academic warning, probation, or dismissal
apply to one 3-credit-hour course or three 1-credit-hour
professional seminars. A grade of C, F, WF, or ZF in a 6-credithour internship, project, or thesis is equal to two grades of C or F
for academic warning, probation, and dismissal purposes. Once a
student graduates, no further grade changes are allowed on the
enrollment record.
Incomplete Process
A grade of Incomplete (I) may be assigned by the instructor
in situations where the student has satisfactorily completed
major components of the course, and has the ability to finish the
remaining work without re-enrolling. The instructor determines
the appropriateness of a grade of I, establishes the remaining
requirements, and determines a deadline for course completion.
These requirements for resolution of the I grade are documented
with a "course incomplete" form.
A grade of I in a course needed for graduation must be officially
changed to an appropriate grade prior to the due date for grades
for the term the student has petitioned to graduate. Students
are responsible for ensuring that all grades of I have been
changed prior to graduation. Students with two or more grades
of I should not enroll in additional coursework until the grades of
I are resolved. After one calendar year has passed, the grade
of I (Incomplete) will become a ZF. The ZF grade is treated
the same as an F or NC for all cases involving GPA, academic
warning, probation, and dismissal. Students participating in
military education programs, and in some corporate sponsored
tuition plans, may have other deadlines or I grade stipulations
that impact their enrollment and/or tuition reimbursement. These
students are responsible for compliance with these third-party
requirements. Once a student graduates, no further grade
changes are allowed on the enrollment record.
Repeated Courses
Students must repeat a core course in which an F, WF, NC or ZF
is earned. The student's enrollment history will document both
enrollments and grades, but only the higher grade will be used
for GPA calculation. Students may repeat an elective course in
which an F, WF, NC or ZF is earned. If a grade of B– or better is
awarded for the repeated course, probation status may be lifted,
and the F, WF, NC or ZF will not be a qualifier for future probation
or dismissal. Records of progress are kept by the institution on
both veteran and non-veteran students.
Academic Policies
Graduate Academic Honors
(excluding doctoral programs)
A student who completes a graduate degree (including all
required, elective, prerequisite, and transfer courses) while
maintaining a minimum GPA of 3.950 receives Graduate
Academic Honors. Accelerated sequential degrees are excluded
from this designation.
Sequential Degree and Certificate Probation and
Dismissal
• A student who receives one grade of C is placed on
probation.
• A student who receives one grade of F, ZF or WF, or two
grades of C is dismissed from the program.
Academic Warning, Probation and Dismissal
School of Education
All graduate programs, except MSN and School of
Education
Graduate students are expected to maintain a minimum B grade
average to remain in good academic standing. The graduate
student has a responsibility to demonstrate the ability to complete
graduate-level coursework, including the ability to write clearly
and succinctly. If the student receives grades of C, ZF, WF, or
NC (excluding courses numbered 5210) the following conditions
prevail:
Graduate students are expected to maintain a minimum B
grade average. The graduate student has a responsibility to
demonstrate the ability to complete graduate-level coursework,
including the ability to write clearly and succinctly. If the student
receives grades of C, F, WF, ZF, or NC the following conditions
prevail:
Before Advancement to Candidacy (within first 12 credit
hours of the program)
After Advancement to Candidacy (after successfully
completing first 12 credit hours of the program)
• Academic Warning—A student who has been advanced to
candidacy and receives one grade of C is sent a notice of
academic warning.
• Probation After Advancement—A student who receives
one grade of F, ZF or WF, or two grades of C is placed on
probation. The student is deemed to be on probation as soon
as the grade which results in probation is submitted. Students
will receive formal written notice of probation by the Office
of Academic Affairs in St. Louis. Students on probation are
expected to limit their enrollment to one course (3 credit
hours) per term.
• Dismissal After Advancement— A student who receives
a grade of C and a grade of F, ZF, WF, or NC or two grades
of F, ZF, WF, or NC or three grades of C is automatically
dismissed from the University. The student is deemed to be
dismissed as soon as the grade which results in dismissal
is submitted. Students will receive formal written notice of
dismissal from the Office of Academic Affairs in St. Louis.
Students who are dismissed cannot enroll or attend classes
unless and until they are reinstated or readmitted pursuant
to relevant policies. Dismissal from a graduate program
is dismissal from Webster University. The University also
reserves the right to dismiss students who continuously
withdraw from coursework and do not make satisfactory
academic progress.
Students can also be dismissed from the program for violations of
United States criminal codes.
will result in the termination of educational benefits from the
Veterans' Administration.
Probation—A student who receives one grade of ZF, WF, or NC,
or two grades of C is placed on probation. The student is deemed
to be on probation as soon as the grade which results in probation
is submitted.
Students will receive formal written notice of probation by the
Office of Academic Affairs in St. Louis. Students on probation
are expected to limit their enrollment to 3 credit hours per term
or 6 credit hours per semester. Students on probation should
consult with their advisors to address any academic problems or
concerns.
A student is removed from probationary status if he/she
subsequently completes 6 credit hours of graduate coursework
with a grade of B or better. A student in the School Systems,
Superintendency and Leadership program (EdS), or the
Educational Leadership program (EdS) is removed from
probation if he/she successfully completes the current semester
courses with a grade of B or better. A grade of C, NC, WF, or ZF
previously acquired remains a part of the student's total academic
record and may contribute to the student's dismissal.
Dismissal— A student who receives a grade of C and a grade of
ZF, WF, or NC; or two grades of ZF, WF, or NC; or three grades
of C is automatically dismissed from the University. The student
is deemed to be dismissed as soon as the grade which results in
dismissal is submitted. Students will receive formal written notice
from the Office of Academic Affairs in St. Louis.
Students who are dismissed cannot enroll or attend classes
unless and until they are reinstated or readmitted pursuant to
relevant policies. Dismissal from a graduate program is dismissal
from Webster University.
The University also reserves the right to dismiss students
who repeatedly withdraw from coursework and do not make
satisfactory academic progress.
Students can also be dismissed from the program for violations of
United States criminal codes or University policy.
will result in the termination of educational benefits from the
Veterans' Administration.
31
Academic Policies
• Probation Before Advancement—A student who receives a
C grade is on probation.
• Dismissal Before Advancement—A student who receives
two C grades, an F, a ZF, a WF, or an NC is dismissed.
A conditional basis student who receives one grade of C
or below is dismissed, without further right to appeal for
reinstatement, but may apply for readmission after one
calendar year from the date of dismissal.
Academic Warning—A student who receives one grade of C is
sent a notice of academic warning.
Academic Policies
Dual Majors
Master of Science Nursing (MSN)
A student may select dual majors from related majors. Dual
majors require completion of the requirements in both majors. If
the requisite course is waived in either or both majors, a course
substitution for the requisite course is not required. The student
may receive the degree in the dual majors on completion of the
course requirements for the remaining courses.
Students pursuing the Master of Science in Nursing (MSN) degree
are required to maintain satisfactory academic progress. If a
MSN student receives a grade of C, F, WF, or ZF, the following
conditions apply:
Probation: A student who receives a C is on probation.
Dismissal: A student who receives two Cs, an F, WF, or a ZF
is dismissed from the University. Students who are dismissed
cannot enroll or attend classes unless and until they are reinstated
pursuant to relevant University reinstatement policies.
Reinstatement
The student may send a written appeal for reinstatement to the
Graduate Council, in care of the Office of Academic Affairs, no
sooner than one term following the issuance of the last grade
that resulted in the dismissal. The student is responsible for
providing a complete and accurate written statement describing
the circumstances that contributed to his or her poor academic
performance. Campus or program directors and faculty are
contacted to provide recommendations to the Graduate Council. If
the Graduate Council approves the request, stipulations designed
to ensure academic success will be required of the student upon
return to his/her studies. If the Graduate Council denies the
reinstatement appeal, the student may apply for readmission after
one calendar year.
Readmission
A student may send a written appeal stating the basis for his or
her request for readmission to the Graduate Council in care of the
Office of Academic Affairs. A student must send the appeal no
sooner than one year following the issuance of the last grade that
qualified the student for dismissal, or after a reinstatement appeal
was denied by the Graduate Council. The student is responsible
for providing a complete and accurate statement describing
the circumstances that contributed to his or her poor academic
performance.
Two types of dismissal situations that might create grounds for
readmission are: 1) a student has a generally good graduate
record at Webster University but experiences a work or personal
problem that leads to poor performance; or 2) a student's
background is weak in a specific area, e.g., accounting, that leads
to poor performance in courses in that area or a related area, e.g.,
finance.
In the case of a past work or personal problem, the student
should submit information or documentation that indicates the
nature of the original problem and how it has been resolved. In
the case of a weak background in a specific area, the student
should demonstrate the attainment of the necessary knowledge
and/or skills to do graduate work at Webster University, such as
successful completion of remedial work in the problem area. In
either instance, the student might demonstrate the ability to do
graduate work by voluntarily taking a standardized test such as
the GMAT.
If the Graduate Council approves a student's request for
readmission, stipulations designed to ensure academic success
will be required of the student upon return to his/her studies. If
the Graduate Council denies the readmission appeal, the student
remains dismissed from the University without further right of
appeal.
32
The following policies apply to dual majors:
• Dual majors may require more than 36 credit hours for
completion of the degree if requisite courses are not waived.*
• The dual major should be declared before the student
has completed six (6) credit hours of coursework to avoid
duplication of coursework or the need to take additional
classes. Students must meet with their academic advisor to
declare the dual major and complete a new program plan.
• A student who has declared dual majors may transfer into the
degree program only courses that are equivalent to required
courses.
• A student who earns two grades of C in a major will not meet
dual major requirements in that major, unless one of the C
grades is repeated with a grade of B- or better.
• The counseling MA degree, the MS degree areas, the MBA,
the MHA and MPA degree areas are not eligible for the dual
major option. MBA students should consider the MBA with an
emphasis instead.
• A dual major will receive a single diploma reflecting both
areas concentrations.
*The U.S. Department of Veterans Affairs requires special
approval for students utilizing veterans' educational benefits to
enroll in more than 36 credit hours. Students should request
approval on the Program Option Request form.
Dual Major Option: INTL/INGO
The dual major in International Relations and International NonGovernmental Organizations is designed for the student who
wishes to seek a single master of arts degree with two majors:
International Relations and International Non-Governmental
Relations. Unlike a sequential or dual degree, the student earns a
single master's degree but with two concentrations. It is therefore
more credit hours (51 credit hours) than a single-concentration
master's (36 credit hours) but still fewer than a sequential degree
(60 or 63 credit hours).
Dual Degrees
Dual Degree Option: MBA/MHA
The MBA/MHA dual degree option requires the completion of 58*
credit hours consisting of the 10 required core courses (28 credit
hours) in the Master of Health Administration (MHA) and the 11
required core courses (31 credit hours) in the master of business
administration (MBA), as listed in the respective sections of this
catalog.
Upon completion of the 58* credits, two separate diplomas are
issued at the same time. The two degrees cannot be awarded
separately or sequentially under this arrangement. Dual degree
students must take BUSN 5760 Applied Business Statistics, but
they may substitute another relevant graduate course for the
HLTH 5100 Statistics for Health Administration requirement. (They
may also complete both statistics courses as an option.)
*NOTE: WSBT is a requirement in both the MBA and the MHA,
but it is required to be taken only once under the MBA/MHA dual
degree option, thereby reducing th number of overall required
credit hours by 1 credit.
Academic Policies
Dual Degree Option: MBA/MS Science Management &
Leadership (SCML)
The MBA/SCML dual degree option requires the completion of
45 credit hours consisting of 5 required core courses (15 credit
hours) in the MS in Science Management and Leadership (SCML)
and 7 required core courses (21 credit hours) in the Master of
Business Administration (MBA), one course (3 credit hours) that is
a requirement for both programs, and two courses (6 credit hours)
that may be taken in either program.
Upon completion of the 45 credits, two separate diplomas are
separately or sequentially under this arrangement.
• MA in Human Resources Management
• MA in Information Technology Management
• Master of Public Administration
Minimum 31 credit hours required for:
• Master of Marketing
• MS in Forensic Accounting
• MA in Legal Studies
• MA in International Business
Sequential Master's Degree
A student who has earned an MA, MBA, MS, MHA, or MPA from
Webster University or another regionally accredited college or
university (or its international equivalent) may earn a sequential
MA, MBA, MS, MHA, or MPA in another major. The sequential
master's degree requires completion of all the core courses in the
declared major. The student must complete an elective to meet
the core-course requirement if the 5000 course is waived.
WSBT 5000 is a required course in all master's programs in the
Walker School of Business & Technology. However, if WSBT
5000 was taken previously as a required course or an elective,
it is not repeatable in the sequential degree and therefore does
not need a course substitution. The minimum number of required
hours, as listed, assumes the student will need to take the WSBT
5000 as a core course in the sequential degree.
• MA in Media Communications
• MA in Procurement and Acquisitions Management
• MA in Applied Educational Psychology
• MA in Gerontology
• MA in International Nongovernmental Organizations
Art, counseling, and other specialized master's degrees are
excluded as sequential master's degree options.
The following conditions apply to the sequential
master's degree:
• A Webster University graduate with an MA, MBA, MS, MHA,
or an MPA may earn the sequential master's by completing
the required core courses (minimum 21 credit hours) detailed
in the declared major curriculum.
• The student who holds a master's or doctoral degree from
another regionally accredited college or university may earn
the sequential MA by completing the required core courses
(minimum 21 credit hours) detailed in the declared major
curriculum.
• MBA prerequisite courses, or other prerequisite
requirements, may not be used to reduce sequential degree
requirements.
• No transfer of credit may be applied toward this minimum
residency.
• Sequential degrees are not eligible for graduate academic
honors.
Sequential MBA
A student who holds an MA, MS or an equivalent graduate degree
from Webster University or from another regionally accredited
college or university (or its international equivalent) may earn a
sequential MBA from Webster University.
•
•
•
•
•
•
MA in Business and Organizational Security Management
MA in Health Care Management
MA in Human Resources Development
MA in Management and Leadership
MA in Nonprofit Leadership
Master of Business Administration
• MS in Environmental Management
• MA in Human Services
• MA in International Relations
• MS in Cybersecurity
• MS in Finance
• Master of Health Administration
Transfer credit may not be applied toward the sequential MBA,
except as specified below.
These conditions apply to the student seeking the sequential
MBA:
• The student must meet the core course requirements of the
MBA. If the student enrolled in any of the MBA core courses
as required courses or electives in his or her MA, MS or an
equivalent graduate degree program, 6 credit hours of those
courses may be counted toward the 31 credit hours of MBA
core courses, thus reducing the MBA core requirements to 25
credits.
• Advancement to Candidacy for Sequential MBA
• Sequential MBA degree-seeking students who received
the MA or MS from Webster University will be advanced to
candidacy with the initial registration.
33
Academic Policies
If a student has completed any required courses as part of
a previous Webster University master's degree, approval for
substitute coursework must be requested and approved prior to
enrollment.Courses required as program pre-requisites, such as
MBA pre-requisites, will not count toward the minimum number of
hours required for the degree.
Students may only earn a maximum of two graduate degrees
within the School of Communications if one of those degrees is
the MA in new media production. If a student holds a graduate
degree outside of the School of Communications and wishes to
pursue the MA in communications management, MA in public
relations, MA in advertising and marketing or MA in media literacy,
he or she should meet with an advisor regarding possible course
reductions.
Academic Policies
• A student who received the master's degree from another
regionally accredited institution will be advanced to candidacy
on approval of the master's degree transcript.
a request for a directed study will be denied when the student
has the option to enroll in an online section of the course. The
following conditions prevail if a course is to be completed as a
directed study:
Sequential Master's Degree in the School of Education
• A student who holds an MA or MAT from Webster's School
of Education may earn a sequential MA by completing
the required courses (ranging from 21 to 24 credit hours
depending on the sequential program) detailed in the
declared major curriculum.
• A student who holds a master's or doctoral degree in an
education related field from another regionally accredited
college or university may earn a sequential MA by completing
the required core courses (ranging from 21 to 24 credit hours
depending on the sequential degree program) detailed in the
• No transfer of credit may be applied toward the minimum
required courses.
• Students working on a sequential MA or MAT are required
to complete the School of Education ATC (Advancement to
Candidacy) process for their sequential degree.
• If a student has completed any required courses as part of
substitute coursework must be requested and approved prior
to enrollment.
• Any student with a non-education master's degee
representing any other discipline outside of the field of
education must have the approval of the program coordinator
and the Dean before beginning or enrolling in any master's
program in the School of Education. In order to determine
which program coordinator to talk to, please contact the
School of Education at 314-246-8007.
• Sequential degrees are not eligible for graduate academic
honors.
• A basis for the directed study must be documented. The
documentation should demonstrate a clear academic
rationale for a directed study. Requests for directed studies
are to be written and submitted to the local director on
extended campuses and in St. Louis to the appropriate dean
or designee by the student on a Program Option Request
form along with the supporting documentation.
• Initial approval must be given by the local director. Final
approval must be granted on extended sites by the associate
vice president for academic affairs and on the St. Louis
campus by the appropriate dean.
• The course must be in the curriculum at the campus where
the student is enrolled and be a core requirement in the
student's program (directed studies are not approved for
electives).Students pursuing the MA, MAT, MBA, MHA, or
MS are permitted a maximum of two directed studies unless
further restricted by that program. Students are encouraged
to utilize a directed study only as a last resort. Elective
courses are excluded from this option.
• Directed studies are identified by the catalog course prefix,
number, and title and include a directed study notation.
Example: MNGT 5650 Management and Strategy: Directed
Study.
• Directed studies in media communications may be options
at the St. Louis campus and carry the designation MEDC
5200.Individually designed courses may be an option in an
individualized degree program at the St. Louis campus and
carry the designation INDZ 5200.
Internship
Certificate Program Policies and Procedures
A certificate program consists of an identified sequence of
coursework within a narrowly defined discipline. Certificate
programs are designed for both degree-seeking students and
individuals who already possess a baccalaureate degree.
Admission policies for certificate-seeking students are the same
as for degree-seeking students.
Requirements for Certificate Programs
• All courses to be applied to a certificate program must
be completed according to graduate level academic
expectations. Some departments may establish a higher
overall cumulative grade requirement for specific certificate
programs.
• Courses fulfilling the requirements of a certificate program
may also be used to satisfy the requirements of a degree
program, but may not be used to complete another
certificate.
• Transfer credits are not applicable to certificate programs.
• Stand-alone certificates are rarely eligible for financial aid.
Please check with your financial aid representative for
eligibility requirements prior to application to a certificate
program.
In some majors, students may arrange an internship in a business
or agency setting. Internships carry a 6500 course number plus
the major prefix, with the exception of COUN 6000 Counseling
Learning Practicum.
The internship option requires that the student has completed
all the required courses (except 6000) in the declared major/
emphasis. Internships (6500) do not substitute for overview (6000)
or capstone course requirements.
An internship is permitted only in a student's declared major or
MBA area of emphasis. Three to 6 credit hours may be earned in
internship. Counseling students are exempt from this policy and
may complete up to 12 credit hours of practicum if it is required
by state licensure law. Students pursuing the MA or the MBA
with an emphasis may complete a maximum of 6 credit hours of
internship.
Internships are not available to School of Education MAT, MA or
EdS students or MBA students without an area of emphasis.
The general academic and financial policies of the University
apply to certificate-seeking students. Certificates are awarded
upon completion and approval of the Petition to Graduate. See
listing of all Webster University certificates.
Approvals of internships are made on a case-by-case basis for
graduate students in the School of Communications. A student
must meet the prerequisites of MEDC 5390 Practicum and other
guidelines to be considered and must submit a written proposal.
The proposed internship experience must be strategic in nature
and must be directly related to the student's graduate field of
study. No internship/practicum experience is available for online
students.
Directed Studies
Thesis or Project
On a limited basis, and in documented cases of unavoidable
absence, a student may request a directed study to complete a
required core graduate course outlined in this catalog. Generally,
Completing a thesis or thesis project (the 6250 course number)
is a major undertaking. Graduate students electing this option
will invest significant time and energy in preparing primary and
34
Academic Policies
secondary research that will add to the body of knowledge of
their fields of study, or they will produce a project of significant
original material. Due to the faculty supervision requirement online
students may not pursue the thesis or project option.
Several levels of instructor and administrator approvals are
necessary before a candidate can proceed with the 6250 option.
Students should see their campus director or department chair
(if studying at the St. Louis campus) for the copies of the thesis
guidelines and the necessary forms for pursuing this course.
Students are advised to apply for this option before completing
21 credit hours in order to complete the authorization process in
a timely manner. The thesis option is not available in an online
format.
Before taking the 6250 course the student will have completed all
the required courses (except the 6000 integrated studies course)
in the declared major/emphasis. A thesis may not be substituted
for a core course with the exception of the 6000 integrated studies
course. Students pursuing a dual major may substitute a thesis
option for only one 6000 capstone course. Students who have
received a grade of "C" in any core course(s), or who are on
academic warning or probation, may not pursue the thesis option.
The thesis option is not available in some degree programs and
majors.
Several defined government and/or military cooperative degree
programs (e.g., Captains' Career Courses) provide transfer
credit. Formal articulation agreements define transfer credit for
these limited programs. See http://www.webster.edu/military/
cooperative.shtml. Requests for transfer of credit must be
submitted in writing by the student on the Request for Transfer of
Credit form. Transfer of credit should be arranged at the time the
student matriculates.
Credit will be transferred in strict accordance with the guidelines
established by the American Council on Education. Only those
schools or courses recommended for graduate credit by that
Council will be considered in the evaluation of transfer credit.
Credits which are transcripted as quarter-hours will be transferred
using a 2/3 conversion factor.
As part of the overall Webster University student transfer of
credit policy, Webster University will assign a grade of "CR" to
all passing grades from recognized non-U.S. or non-American
style educational institutions. Approved transfers of credit will
be recorded officially after the student is fully accepted into the
degree program. If the approved courses to be transferred have
not been completed at the time of full acceptance, the student
may request the transfer of credit at a later time. This transfer of
credit should be requested before the student has completed 18
credit hours with Webster University.
Transfer of Credit
School of Education
Credit by Examination/Experiential Learning
MA, MAT and MET
Credit by Examination and experiential learning programs are
offered at the undergraduate degree level. Only the School of
Education has limited credit by examination opportunities at the
graduate level.
Students may transfer, with approval, either:
Transfer of Credit
All master's degree programs, except School of
Education
Transfer credit may not be applied toward certificate programs.
Webster University allows limited transfer credit to apply toward
graduate programs, when the transfer course is directly applicable
(relevant) to the specific master's degree and the following factors
are satisfied. The University's transfer policies are based, in
part, on the Council for Higher Education Accreditation (CHEA)
recommended guidelines and framework. While transfer decisions
are not made solely on the source of the accreditation of the
sending program or institution, Webster University generally
expects transfer coursework to originate from a regionally
accredited institution. Other essential academic factors involved
in the transfer decision include: existing articulation agreements,
comparability, course level, content, grades, course equivalency,
course or program prerequisites, and applicability of the transfer
request towards the specific degree and major (relevancy to the
program).
A maximum of 12 credit hours of relevant graduate credit from
other regionally accredited graduate institutions or professional
military education depending on the requirements of the specific
degree program may be transferred into a student's graduate
degree program, subject to evaluation and approval. Only 9
credit hours of transfer credit are allowed for students in the
MBA program. Transfer credit in which the student has earned a
grade of B– or above, which is relevant to the student's degree
• 6 credit hours from another graduate institution and 3 credit
hours of approved Graduate Education In-Service credit or
• 3 credit hours from another graduate institution and 6 credit
hours of approved Graduate Education In-Service credit (MA/
Reading students may not transfer in 6 hours of Graduate
Education In-Service).
A maximum of 6 credit hours from other colleges or universities
may be transferred into the degree program. The course(s) being
transferred must meet the following criteria:
• The course is required to achieve the program goals and is
relevant to the student's major.
• The course carries graduate credit toward an accredited
master's degree program at the sponsoring institution.
• The course was not used to fulfill requirements for another
degree.
• The course must carry a grade of A, B, or Credit.
• The course must have been completed within five years
before admission into the program.
Courses taken at other colleges or universities after admission
to the program and Graduate Education In-Service courses
ordinarily may not be transferred for credit. Waivers would require
the following:
• Prior approval by an advisor and relevant area coordinator
must be granted on "prior permission form" before the course
is taken.
• The course does not duplicate one offered at Webster
University. (Note: This does not refer only to courses offered
in the current semester, but to any similar course Webster
University offers.)
• The student fills out a Request for Transfer of Credit form
(available in the School of Education Office) and submits
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Academic Policies
The 6250 student initially registers for a minimum of 3 credit hours
and subsequently maintains a minimum enrollment of 2–3 credit
hours until the thesis is completed. A maximum of 6 credit hours
may be applied toward the graduate degree, with appropriate
approvals. Credit for the thesis is awarded in non-letter grade
format (Credit/No Credit.)
program and which has not been applied toward the completion of
a degree, will be considered for review.
Academic Policies
it, along with an official transcript of the course(s) being
requested, to the School of Education Office. When the
transfer hours have been approved and processed, the
student will be notified.
Students may request approval of the transfer courses at any time
after admission to the program. Approved transfer hours are not
used in evaluating advancement-to-candidacy or probation and
dismissal actions.
EdS Transfer of Credit
A maximum of 6 credit hours of relevant post-graduate credit from
other regionally accredited graduate institutions or professional
military education may be transferred into the student's graduate
degree program (EdS), subject to evaluation and approval.
Transfer of credit in which the student has earned a grade of B–
or above, which is relevant to the student's degree program and
which has not been applied toward the completion of a degree,
will be considered for review. Requests for transfer of credit must
be submitted in writing by the student on the "Request for Transfer
of Credit" form with an accompanying official transcript.
When the transfer hours have been approved and processed,
the student will be notified. Students may request approval of the
transfer of credit at any time after admission to the program.
Core Course Substitution
The student must submit a request for substitution of a course for
a required core course to the local director/advisor on a Program
Option Request form and must include documentation to support
the substitution request. The decision to approve or deny a core
course substitution request rests with the associate vice president
for academic affairs or designee and is based on an evaluation of
the student's exposure to equivalent subject matter.
Petition/Graduation Requirements
The student is responsible for completing degree requirements
including, but not limited to, changes of grade, core course
substitutions, program evaluation, and the petition to graduate,
in accordance with the dates listed in the Academic Calendar.
A student should complete a petition to graduate at the time of
registration for his or her final term.
Prior to their degree completion, students are assigned a nonrefundable graduation candidacy fee, which covers degree audit
functions and diploma production.
Transcripts
A student may request an official transcript online or by
mail. Full directions for requesting transcripts can be found
on the Registrar's website (www.webster.edu/academics/
transcripts.html). There is a $10 fee. The University will issue the
official transcript only if the student's account is paid in full.
Diploma
Diplomas are issued by the Office of the Registrar to students
who have completed all degree requirements, provided that the
student's account is paid in full. Diplomas and unofficial transcripts
are sent approximately 10-12 weeks after the degree conferral
appears on the student's record.
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Departments Offering Graduate Programs
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Anthropology & Sociology,
Remy Cross, chair
Department website
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Biological Sciences
, Stephanie Schroeder, chair
Department website
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History, Politics, & International Relations
, Warren Rosenblum, chair
Department website
• Institute for Human Rights & Humanitarian Studies,
Lindsey Kingston, director
Department website
•
Legal Studies
, Robin Higgins, chair
Department website
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Nurse Anesthesia
Gerontology (MA)
Global MA in International Relations (GMA)
Human Services (MA)
International Human Rights (MA)
International Nongovernmental Organizations (MA)
Legal Studies (MA)
Nurse Anesthesia (MS)
Nursing (MSN)
Psychology with an Emphasis in Counseling Psychology
(MA)
• Science Management and Leadership (MS)
• U.S. Patent Practice (MS)
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Applied Gerontology Enhancement Specialization
Comparative and Regional Governance
Environmental Sustainability
Gerontology
Healthcare Leadership
International Development
International Non-governmental Organizations
Nurse Educator
Nurse Leader
Paralegal Studies
Science Management and Leadership
Security Studies
College Of Arts & Sciences
, Jill Stulce, chair
Department website
• Nursing, Mary Ann Drake, chair (Summer); Janice Palmer,
chair (Fall, Spring)
Department website
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Professional Counseling
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, Muthoni Musangali, chair
Department website
• Psychology, Heather Mitchell, chair
Department website
Jennifer Broeder, Interim Co-Dean, Division of Professional
Programs
Joseph Stimpfl, Interim Co-Dean, Division of Liberal Arts &
Sciences Programs
College of Arts & Sciences website(external to catalog)
Please refer to the Accreditations and Licensures section of this
catalog for specialized accreditations that may apply to programs
in the College of Arts & Sciences.
Mission Statement
Webster University's College of Arts & Sciences fosters free and
rigorous intellectual inquiry among students and faculty in an
atmosphere that respects differences in background, belief, and
aspiration. We promote the values that ground an open, critically
reflective, culturally diverse, and democratic society, and we
prepare students to be active contributors to such a society.
As part of an international university, we encourage students to
expand their horizons by learning the languages and worldviews
of other cultures. We inspire students to seek the common ground
upon which humans create sustainable relationships with each
other and with their wider environment.
Owing to the general and fundamental nature of our various
disciplines, we are committed to providing academic and
intellectual support to the entire university.
We include several professional programs, which are guided by
contemporary practices, appropriate accreditation standards, and
the best recent scholarly activity.
Graduate Degrees
• Counseling (MA)
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Departments Offering Graduate Programs
• Business, David Porras, chair
• Management, Joe Roberts, chair
• Mathematics and Computer Science, Martha Smith, chair
Thomas Johnson, interim dean
website (external to catalog)
Mission Statement
To develop skilled, innovative, and responsible leaders with a
global perspective through a challenging, supportive, and dynamic
academic environment.
Please refer to theAccreditations and Licensuressection of this
in the George Herbert Walker School of Business & Technology.
Graduate Degrees
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Cybersecurity (MS)
Doctor of Management (DMgt)
Finance (MS)
Forensic Accounting (MS)
Health Care Management (MA)
International Business (MA)
Marketing (MA)
Nonprofit Leadership (MA)
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Arts Entrepreneurship
Business Analytics
Change Leadership: Foundations
Change Leadership: Managing Complexity for Total System
Results
Change Leadership: Managing Teamwork and
Communication
Corporate Entrepreneurship
Cybersecurity: Threat Detection
Digital Marketing Management
ERP with SAP
Global Business
Nonprofit Management
Nonprofit Revenue Development
Project Management
Remote Sensing Analysis and Geospatial Information
Systems (GIS)
Social Entrepreneurship
Programs
Arts Management and Leadership, Gene Dobbs Bradford,
director
Departments
• Art, Design, and Art History, Tom Lang, chair; Jeffrey
Hughes, director of graduate studies
• Conservatory of Theatre Arts, Dorothy Marshall Englis,
chair
• Dance, James Robey, chair
• Music, Jeffrey Carter, chair; Glen Bauer, associate chair and
director of graduate studies
students will be intellectually curious. It is expected that our
students will utilize the resources available to them to prepare
themselves for successful careers in the arts discipline of choice.
It is expected that the faculty will provide the models of excellence
that are required to ensure that the best training is available. It
is expected that the Leigh Gerdine College of Fine Arts will be
a regional and national leader in the visual and performing arts.
Everyone — students, faculty, and staff — is dedicated to being
a community of artists reaching for excellence. Expect to be
challenged, and prepare to succeed.
Please refer to the Accreditation and Membershipssection of this
in the Leigh Gerdine College of Fine Arts.
Peter E. Sargent, dean
Programs Offered
Leigh Gerdine College of Fine Arts website
(external to catalog)
Mission Statement
Art (MA)
Arts Management and Leadership (MFA)
Music (MA)
Music (MM)
Leigh Gerdine College Of Fine Arts
The mission for the Leigh Gerdine College of Fine Arts at Webster
University is to provide students the artistic training, preparation,
and scholarship necessary to achieve excellence in the arts as
professionals. The faculty of the Leigh Gerdine College of Fine
Arts is composed of working professional artists and scholars
who share a passion for teaching and who hold the belief that
in a diverse and technologically advancing world, the arts serve
as an expression of our culture's deeper value. The College's
dedication to continuing its longstanding tradition as a center
for quality creative expression, combined with the University's
continuing commitment as a home of significant professional
arts organizations, create the rich artistic, academic, and cultural
atmosphere necessary to assure the success of our students in
reaching their goals.
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This Mission Statement clearly reflects the spirit and atmosphere
that permeates the creative atmosphere of the College. The
demands placed on students are enormous. In order to succeed,
the faculty expect students to be highly disciplined; to be
completely focused on the challenges that will be placed in front
of them regularly; to be resilient in their spirit to use the talent and
instruction available to achieve new levels of excellence; and to
understand that to be an artist in our community, it is necessary to
be a citizen and a leader. The faculty are dedicated to providing
the best possible opportunities to develop individual talents within
the resources available at the University. It is expected that
students will strive to be the best and to set the standards for
others to achieve.
In order to ensure that the best opportunities are available to the
students, significant partnerships are in place with the outstanding
performing and visual arts organizations in the region. The Opera
Theatre of Saint Louis and The Repertory Theatre of St. Louis
are housed on campus and perform their seasons in the LorettoHilton Center for the Performing Arts. The Shakespeare Festival
St. Louis and the St. Louis Municipal Opera (The Muny) have
partnership programs available to students. The Saint Louis
Symphony Orchestra has curricular programs jointly offered with
Webster. The presence of these outstanding arts organizations
provides our students with day-by-day opportunities to understand
the discipline and the demand for excellence that must be
maintained at the highest level of achievement. The professionals
working with these organizations are selected to be members of
the faculty of artists that is the Leigh Gerdine College of Fine Arts.
It is expected that through the entrance audition process, our
students are excellent. It is expected that our students are ready
for the daily regime necessary to excel. It is expected that our
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Departments
• Audio Aesthetics and Technology, Timothy Ryan, chair
• Communications and Journalism, Gary Ford, chair
• Electronic and Photographic Media, Aaron AuBuchon,
chair
Eric Rothenbuhler, dean
School of Communications website (external to catalog)
Mission Statement
Instructors at the School of Communications are professional
media educators, practitioners, artists, and theorists. We seek
to promote professional excellence in communication fields; to
build on the liberal arts environment of Webster University; and to
remain committed to students:
• Media Literacy (MA)
• New Media Production (MA)
• Public Relations (MA)
Certificates
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Advanced New Media Production
Fundamentals of Multimedia Production
Latino Media
Latino Communication Leadership
The MA in advertising and marketing communications, the MA in
communications management, the MA in media communications,
and the MA in public relations are available online. For more
information, please visit Webster's Online Learning Center.
• learning current and emerging theoretical, technical, creative
and managerial aspects of communications;
• becoming aware of the aesthetic, historical, social, ethical
and global aspects of communications;
• preparing to be future industry leaders, professionals and
knowledgeable consumers who can improve all aspects of
communications;
• engaging early in their future professions in communication
areas through educational opportunities, field experiences,
internships and interactions with professionals; and
• becoming life-long learners of evolving communications
technologies in this rapidly changing field of study.
The School of Communications houses and supports:
• The May Gallery, a photographic exhibit space;
• The Webster University Film Series, a comprehensive
alternative film series allowing students, faculty, and
community members to view independent features and
documentaries, avant-garde films, animation, retrospectives,
and short works and offering filmmaking workshops to
students and the community;
• The Journal, an award-winning student newspaper offering
print and Internet news;
• Idea Tree Media, a client services production group;
• The Galaxy, a student-operated radio station;
• The Ampersand, an award-winning student magazine.
Please refer to the Accreditations and Licensuressection of this
in the School of Communications.
Special Study Opportunities
Master of Business Administration (MBA) students may elect
an area of emphasis in media communications. Students are
required to complete the program curriculum for the emphasis
in media communications and the degree requirements for the
MBA for a total of no less than 51 credit hours. Students who
require prerequisite courses may have to complete more than the
51 credit hours to receive the MBA with an emphasis in media
communications.
Programs
The School of Communications offers the master of arts (MA) in
the following areas:
• Advertising and Marketing Communications (MA)
• Communications Management (MA)
40
School of Education
School of Education
Departments
• Language, Literacy and Leadership, Thomas Cornell, chair
• Multidisciplinary Studies, Ralph Olliges, chair
• Teacher Education, Victoria McMullen, chair
Brenda Fyfe, dean
School of Education website (external to catalog)
Please refer to the Accreditations and Licensuressection of this
in the School of Education.
Mission/Vision
Goals/Dispositions
Assessment Policy of the School of Education
Programs
General Requirement
Certification Programs
Practicum
Apprentice Teaching
Sequential Master's Degree
Independent Study
Credit by Examination
Individualized Advanced Graduate Certificate (AGC)
In-Service Education
The Beatrice and David Kornblum Institute for Teaching
Excellence
Mission Statement
The School of Education at Webster University provides its
students with the knowledge, experiences, and practical tools
that enable them to guide both themselves and others toward
lifelong learning. The School is a community of teacher-scholars
who apply critical reflection and creative energies to enhance
learning in schools and other educational settings. The faculty
strives to do this by modeling effective teaching practices based
on sound theory and research. The personalized approaches
make for a challenging, yet supportive environment that permits
the risk-taking necessary for learning and growth. The School
encourages its faculty and students to work actively toward this
end, keeping in mind that the actions must be rooted in visionary
yet realistic thinking. This thought and action process underscores
the development of an inner-directed self-understanding, an
outer-directed global perspective, and an appreciation of human
diversity that arises from both.
Vision
"...We all must work to make this world worthy of its children."
(Casals, 1970)
Theme
Developing a world of learners through knowledge, leadership,
and life-long learning.
Conceptual Framework
This graphic represents the conceptual schema of the School
of Education. The outer circle is the "world of learners". Each
quadrant represents one of the school's four goals for its
candidates: to develop knowledgeable learners, informed
instructors, reflective collaborators, and responsive educators.
The two axes represent the theme components of knowledge,
leadership, and life-long learning.
School Of Education
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Goals
1. Education candidates will demonstrate knowledge of the
subject matter, knowledge of the learner, and knowledge of
pedagogy based on inquiry and scholarship.
The knowledgeable learner:
• knows content that supports conceptual understanding;
• applies tools of inquiry to construct meaningful learning
experiences;
• identifies developmental factors in student learning; and
• understands theoretical principles of effective instruction to
plan learning experiences.
2. Education candidates will incorporate multiple assessment and
instructional strategies to support effective educational practices
based on research and theory.
The informed instructor:
• designs curriculum based on students' prior knowledge,
learning styles, strengths, and needs;
• understands and uses a range of instructional strategies;
• uses a variety of communication modes, media, and
technology to support student learning; and
• employs a variety of formal and informal assessments to
monitor learning and modify instruction.
3. Education candidates will reflect on the roles educators take as
leaders of change through collaboration with colleagues, students,
and families in schools and communities.
The reflective collaborator:
• values and integrates reflection to grow as a professional;
• promotes communication and collaboration with colleagues,
families, and community leaders;
• seeks relationships with families and students to support
student learning; and
• initiates change that benefits students and their families.
41
School of Education
4. Education candidates will demonstrate respect for diversity
through responsive teaching and learning that values individual
differences.
The responsive educator:
• understands and responds appropriately to issues of
diversity;
• acknowledges social and cultural contexts to create effective
teaching and learning environments;
• adapts instruction to the learner's knowledge, ability, and
background experience; and
• identifies resources for specialized services when needed.
Dispositions and Professional Behaviors
Programs in the School of Education cultivate and assess
dispositions and professional behaviors related to candidates'
academic engagement and integrity; fairness and respect toward
others; commitment to high expectations and support for all
learners; and demonstrated professional communication and
behavior.
For more information about the School of Education's assessment
of dispositions and professional behaviors please refer to our
website at webster.edu/education.
Assessment Policy of School of Education
Programs
Graduate Degree Programs:
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Applied Educational Psychology (MA)
Communication Arts (MA)
Early Childhood Education (MA)
Early Childhood Education (MAT)
Elementary Education (MAT)
Mathematics for Educators (MA)
Middle School Education (MAT)
Multimodal Literacy for Global Impact (MA)
Reading (MA)
Secondary Education (MAT)
Special Education (MAT)
Teaching English as a Second Language (MA)
Post-Master's Programs
• Applied Educational Psychology: School Psychology (EdS)
• Doctor of Education in Transformative Education in the
Global Community (EdD)
• Educational Leadership (EdS)
• Educational Technology Leadership (EdS)
• School Systems, Superintendency and Leadership (EdS)
MA, MET, EdS, and EdD
Certificates:
All programs in the School of Education use key assessments in
specific courses to evaluate and promote student achievement
of specific learning outcomes. In all courses that use key
assessment assignments, students will see on each syllabus
the standards that are used for assessing their academic
performance. In addition, all faculty and students are expected to
use the web-based TK20 Assessment System for the submission
and evaluation of key assessment assignments; TK20 serves as
the school’s electronic assessment system. Students may contact
their advisors, if they have further questions.
NOTE: These Webster certificates in education are not Missouri
Teaching Certification Programs.
Demonstration of MoSPE Quality Indicators
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Education for Global Sustainability
Mobile Technology in Education
Online Teaching and Learning
Pedagogical Coordination in the Reggio Emilia Approach
Psychoeducational Needs of Immigrant and Refugee Youth
Teacher Leadership
Teaching English as a Foreign Language
Teaching Globalization and History
Tiered Instruction & Intervention: RTI & PBIS
Writing for Educators
MAT
The Department of Teacher Education (DTE) Passport is an
integral element in the assessment system for initial teacher
certification programs. The system is designed to foster the
development of knowledge, skills, and dispositions for pre-service
teacher candidates in the digital age.
The assessment system is based on the School of Education
Goals and is aligned with Missouri Standards for the Preparation
of Educators (MoSPE) as well as the Council for the Accreditation
of Educator Preparation (CAEP) competencies.
In order to complete the digital passports, candidates are enrolled
in an online learning portal entitled Education Passport 1 and
Education Passport 2.
Using a self-directed approach, pre-service teachers upload
artifacts and reflections in the digital passports. Each passport
is assessed by a team of faculty who assign a passing or failing
grade to the passport based on the successful submission
of artifacts and appropriate supplementary activities. Where
appropriate, candidates may be asked to revise and resubmit
artifacts or reflections.
Successful completion of each part of the passport allows the
candidate to move through the phases of the program.
Advanced Graduate Certificates:
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Applied Behavior Analysis
Assessment of Learning & Cognitive Development
Gifted Education and Talent Development
Individualized Advanced Graduate Certificate
Immigrant and Refugee Education
Leadership in Tiered Systems of Support: RTI & PBIS
Program Description
School of Education (MAT, MA, MET)
Webster's School of Education Graduate Programs provide
teachers with subject matter knowledge, educational
understanding, technical skills, and opportunities for professional
development. Webster reinforces an educator's commitment to
the classroom by increasing command of subject matter fortified
with new teaching methods and strategies.
The programs emphasize an inductive approach to learning.
Hence, discovery and inquiry play an important part in the
program. Faculty members teach as they would have graduates
teach--in an open, flexible, considerate manner, in which
experimentation and evaluation are encouraged. In such a
program, a high level of student participation is encouraged and
expected.
Educational Specialist (EdS)
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School of Education
The EdS degree is designed for individuals who seek knowledge
and skills beyond the master's level. Coursework, action research,
and internship experiences enable students to develop and
demonstrate competencies required to move from a specific
focus in teaching, curriculum, or support services in schools to the
broader view of the educational leader in the community.
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Applied Educational Psychology: School Psychology
School Systems, Superintendency and Leadership
Doctor of Education (EdD)
The EdD degree is designed to increase student knowledge
through transformative learning and service learning. Candidates
build an internal capacity to share their expertise and become
visionary leaders in the global community.
• Doctor of Education in Transformative Learning in the Global
Community
General Requirements
Acceptance
MA, MAT and MET
A completed admission file includes information on professional
experience and the academic transcripts of the applicant's
undergraduate degree work. This material is reviewed and
the academic record, essay, and letters of recommendation (if
requested), are evaluated to determine if the applicant will be
accepted. New applicants have one term (8 weeks) to complete
the acceptance process. An overall minimum cumulative grade
point average of 2.5-3.0 (depending on the degree) is required
for acceptance into an MA, MAT or MET program. Special
consideration may be given to students with extraordinary
professional accomplishments or to those whose grades show
marked improvement in the later years of college or in graduate or
professional studies since college.
EdS and EdD
A completed admission file includes information on professional
experience and the academic transcripts of the applicant's
graduate degree work.
This material is reviewed and the academic record, essay or
writing sample, and at least three letters of recommendation
which attest to the applicant's ability to complete the program are
evaluated to determine if the applicant will be accepted.
Applicants to the EdD program will also be interviewed as part
of the admission requirements. New applicants have one term (8
weeks) to complete the acceptance process. An overall minimum
cumulative graduate grade point average of 3.0 - 3.5 (depending
on the degree) for the EdS, or 3.7 for the EdD is required. Special
consideration may be given to students with extraordinary
professional accomplishments or to those whose grades show
marked improvement in the later years of college or in graduate
or professional studies since college. Students who have not met
all admission requirements yet show potential for excellence in
the program may be accepted on a conditional basis, and later
re-evaluated. For the full list of admission requirements for the
EdS or EdD degree, please refer to the program's section in this
catalog.
MA, MAT and MET Degrees
Students must complete their degree within seven years of entry
into a graduate program. Students who are unable to finish
their program within seven years must meet with their academic
advisor to request an exception to the policy. All requests must be
approved by the Dean, School of Education.
EdS and EdD Degrees
Students who enter the program must complete all degree
requirements within five years after completion of their initial
course. Students who apply but do not enroll within one year must
submit a new application to both the university and the program. A
student may apply to the Dean, School of Education for a leave
of absence for one year. If the absence is approved, the five-year
program limit will be suspended for that year and will resume at
in courses. Note: Students who have been absent from the EdS
program for longer than one year, and who have not earned their
licensure, must check with their advisor.
Certification Programs
The MAT degrees are designed for students who are also
pursuing initial Missouri Certification. Students may obtain
Missouri certification in Early Childhood (Birth-Grade 3), Early
Childhood Special Education (Birth-Grade 3), Elementary (Grades
1-6), Middle School (Grades 5-9) Language Arts, Math, Science,
Social Studies, Secondary (Grades 9-12) English, Math, Social
Science, Unified Science: Biology and Secondary (K-12) Art,
World Languages (French, German, Spanish), and Special
Education (K-12 Mild/Moderate Cross-Categorical). The MAT
degrees are: Early Childhood, Elementary, Middle School,
Secondary, and Special Education.
A student interested in the MAT degree must have a transcript
evaluation by the Webster University Office of Teacher
Certification that will indicate the State Department requirements.
Some students may need additional coursework beyond what is
required for the MAT degree. A student may fax, e-mail or send
the transcripts to the Office of Teacher Certification: 314-246-7118
(fax) peelmm@webster.edu (e-mail), 470 E. Lockwood, St.
Louis, MO 63119 (mail). A student should indicate which area of
certification is desired and include a phone number and e-mail
address.
After the student has received the evaluation the student should
schedule an appointment with an MAT advisor regarding the
program plan for the degree.
A student who holds an initial certificate and is interested in
an advanced certification in English as a Second Language,
Gifted Education, Reading Specialist, or Severe Developmental
Disabilities may pursue one of these certifications with the
corresponding MA degree. The student should contact the School
of Education Office for information on these MA degrees.
State-Required Content Area Exam
In addition to the required courses, and apprentice teaching, the
State of Missouri requires all teaching certificate candidates to
successfully complete the Content Area Exam and Missouri PreService Teacher Assessment (MoPTA). For information regarding
testing dates, locations, and registration materials, check online at
http://www.mo.nesinc.com.
Practicum
A 5000-level practicum is required as a prerequisite to apprentice
teaching. Practica are 45-135 hour experiences in P-12
classrooms involving observations, lesson planning and teaching.
43
School Of Education
Graduate School of Education degrees require the satisfactory
completion of 33-44 (depending on whether certification is
included) credit hours of appropriate graduate-level courses with a
B average or the equivalent and completion of requirements for a
major. Credits may also be gained through credit by examination,
directed study, independent study, and transfer of credit.
Continuous Enrollment
School of Education
A schedule of when the teacher candidate is in the classroom is
established in conjunction with the cooperating teacher. To enroll
in practicum, candidates must complete the formal application
through TK20. Candidates must apply by September 15th for
a spring placement and by February 15th for a fall placement.
Directions are located on the School of Education website. Five of
nine assignments in Passport 2 must be successfully completed
before the start of Practicum.
Apprentice Teaching
Apprentice teaching is a requirement for all initial certifications.
Apprentice teaching is a full-time experience in a P-12 classroom
that spans at least 16 weeks. The teacher candidate observes
the cooperating teacher and eventually assumes responsibility for
planning and preparing lessons, teaching, grading student work
and taking part in any other activities expected of a teacher in the
school. Candidates must complete a formal application through
TK20. Candidates must apply by September 15th for a spring
placement and by February 15th for a fall placement. Directions
are located on the School of Education website. One hundred
percent of Passport 2 must be successfully completed before the
start of Apprentice Teaching. The candidate must also pass the
Missouri Content Assessment(s) for the specific certification area
prior to the start of Apprentice Teaching.
Note: The application for practicum and apprentice teaching will
not be accepted if the student has not been formally accepted
to teacher certification status. Apprentice teaching placements
will be made in the St. Louis City, St. Louis County, St. Charles
County and Jefferson County School Districts along with private
and independent schools. All candidates enrolled in apprentice
teaching must participate in a mandatory seminar. Candidates
should not contact school officials or teachers about placements,
but they should contact the Coordinator of Field Placements for
such information. All graduate candidates for certification must
complete either their practicum or apprentice teaching in a diverse
setting.
Sequential Master's Degree in the School of
Education
• A student who holds an MA, MAT, or MET from Webster's
School of Education may earn a sequential MA or MET by
completing the required courses (ranging from 21 to 24 credit
hours depending on the sequential program) detailed in the
• A student who holds a master's or doctoral degree in an
education related field from another regionally accredited
college or university may earn a sequential MA or MET by
completing the required core courses (ranging from 21 to 24
credit hours depending on the sequential degree program)
detailed in the declared major curriculum.
• No transfer of credit may be applied toward the minimum
required courses.
• Students working on a sequential MA or MET are required
to complete the School of Education ATC (Advancement to
Candidacy) process for their sequential degree.
• If a student has completed any required courses as part of
substitute coursework must be requested and approved prior
to enrollment.
• Any student with a non-education master's degree
representing any other discipline outside of the field of
education must have the approval of the Dean before
beginning or enrolling in any sequential master's program in
the School of Education. For more information contact the
School of Education at 314-246-8007 or soe@webster.edu.
44
Independent Study
Degree-seeking students in the School of Education with special
interests or needs that are not met by existing curricula may
request that a member of the faculty supervise an independent
study. Together the student and faculty member decide the
content of the independent study and the criteria for evaluation.
In no case can an independent study be set up when an existing
course already covers the subject.
Alumni of the School of Education's graduate programs (MAT, MA
and MET) may apply for a special tuition discount toward eligible
graduate courses (see application form). The discount is subject
to application approval and is limited to a lifetime maximum of 12
credit hours. Application Form
Credit by Examination
To achieve initial or advanced teaching certification in the State
of Missouri, a clinical component of Practicum and/or Apprentice
Teaching is required in Webster University's School of Education
Teacher Certification Programs. If a student has acquired
significant teaching experience outside of Webster University's
network and programs, and that experience can be documented
and verified by a certified school leader or superintendent, the
student may discuss the possibility of completing a credit by
exam, in lieu of a practicum experience. For credit by exam to be
granted, the Dean of the School of Education must sign off on
the request. All credits by exam are reviewed on a case-by-case
basis.
NOTE: There is no guarantee by the University or the School
of Education that a student will be allowed to waive any aspect
of the clinical component of her/his program. Each decision is
made carefully with due respect for the Missouri Department of
Elementary and Secondary Education Certification standards.
Individualized Advanced Graduate Certificate
(AGC)
(this is not a Missouri certification program)
Philosophy
The advanced graduate certificate (AGC) program shares the
philosophy of Webster's MAT program in encouraging the active
participation of students in their own learning.
General Information
The AGC requires the successful completion of 15 credit hours of
graduate-level coursework and a 3-credit-hour AGC project. The
grading system in the AGC program is the same as that described
in the Grades section of this catalog.
Advising
After acceptance into the program, the student will have an initial
interview with the AGC coordinator to determine the general
focus for the student's program and to discuss the choice of
initial courses. When 6 credit hours have been completed, the
student will have a detailed program review, planning, and project
proposal conference. If it seems appropriate for the student to
continue in the program, the student and coordinator will jointly
choose a project advisor who will work closely with the student
in preparation of the final AGC project. The student in the AGC
program will register each semester with the AGC coordinator.
Advanced Graduate Certificate Project
The AGC project (3 credit hours) is the culminating experience in
the program. The faculty member chosen by the student and the
AGC coordinator at the time of the program planning conference
works closely with the student during this final experience. There
are individual possibilities for this culminating experience: a
School of Education
professional conference or in-service presentation; a scholarly
paper or research project that might be published or distributed
within an appropriate school or community group or for a large
audience; or an action project designed and implemented within
the student's place of employment.
For more information about the scholar program, see the
Kornblum Scholarship Fund Application, available on the School
of Education's website at webster.edu/education.
At the final presentation (or display/discussion/review) of the AGC,
an ad hoc committee, project advisor, and the AGC coordinator
review the project and recommend to the dean of education the
awarding of the AGC A copy of the AGC project will be forwarded
to the student's school district if the student so requests.
Award of the Advanced Graduate Certificate
After the student has successfully completed 18 credit hours of
work, including the AGC project, the AGC will be awarded on the
recommendation of the dean of education.
In-Service Education
School Of Education
In-service education courses support the professional
development of teachers, administrators, and educational
professionals. These courses address contemporary topics and
issues that are relevant to the educational community. Most
instructors of in-service courses are successful educational
professionals. Students who are currently pursuing a degree at
Webster University may transfer a maximum of six (6) credit hours
of 5410 courses toward their graduate degree (MA, MAT or MET)
if they have also obtained the permission to do so, as granted
by their academic advisor. In-service courses numbered 5210
are primarily for professional development purposes and are not
considered part of degree-related curricula. For more information,
please contact the In-service Education Office at 314-246-7058.
The Beatrice and David Kornblum Institute for
Teaching Excellence
The Beatrice and David Kornblum Institute for Teaching
Excellence is an integral part of Webster University's School
of Education. The Institute's mission is to support innovative
education, program development, community service,
and improved teaching and learning with an emphasis on
economically disadvantaged minority, immigrant, and/or disabled
(at risk) public school children from the urban setting.
Kornblum Scholar Program
The Institute makes scholarships available to teachers and
teacher candidates working with or aspiring to work with students
from low-income districts having diverse populations. Awards of
up to $2,500 are available, funding is limited so early application
is encouraged. Applications are due by May 15th of each year.
Recipients will be notified by August 1st.
Application Criteria
To be considered for a scholarship, applicants must meet the
following criteria:
1. Completed application form.
2. Written statement (no more than 1000 words) addressing
the student's philosophy of education and commitment to
the mission of the institute.
3. Resume.
4. Copy of Webster University student academic record.
5. Cumulative GPA of 3.0 or higher.
6. Successful completion of at least half of the student's
degree program by the application deadline.
7. Students who are currently working as teachers must check
eligibility and apply for funds that may be available through
their school district regarding tuition reimbursement.
45
Faculty
Faculty
Adjunct faculty are assigned the title of adjunct professor.
Adjunct faculty can be characterized as follows:
•
•
•
•
They teach for Webster University on a continuing basis.
They attend faculty meetings.
They attend institutes and workshops for adjunct faculty.
They are evaluated by students at the end of each course
taught.
• They submit course syllabi prior to the beginning of classes.
• They participate in curriculum design through workshops and
faculty meetings.
Part-time faculty are persons who are not fully employed by
Webster University but teach courses for Webster University or, if
fully employed, teach on a first-time basis.
U.S. Campuses
Arizona
•
• Jeffrey A. Chapman, BSOE, Wayland Baptist University,
2008; MPA, Wayland Baptist University, 2013
• Gary G. DePuydt, BS, Northern Michigan University, 1970;
MBA, Western Michigan University, 1978
• Donald M. Ditchman, BS, University of Illinois at UrbanaChampaign, 1977; MBA, Illinois Institute of Technology, 1983
• David A. Handrahan, BS, Southern Illinois University
Carbondale, 1991; MA, Webster University, 2002
• Peter W. Harper, BBA, Temple University, 1981; MBA,
University of Tulsa, 1984
• Jill M. Hudson, BSBA, University of Arizona, 1991; JD,
Regent University, 1998
• Bruce E. Janis, BA, Emory University, 1982; MBA, Yale
University, 1996
• Pattie W. Johns , BSB, University of Phoenix, 1999; MBA,
University of Phoenix, 2001
• Andrew M. Kayanga, BS, University of Nevada, Las Vegas,
1997; MS, Boston College, 2002; PhD, University of New
Orleans, 2008
• Herbert G. Kretz, BS, University of Miami, 1961; MBA,
University of Miami, 1962
• Michael S. Kriley, BS, Park University, 1999; MBA, Arizona
State University, 2002
• Wayne M. LeBlance, BS, Southern Illinois University
Carbondale, 1991; MPA, Arizona State University, 1995
• John D. McMillin III, BS, Excelsior College, 1981; MBA,
Florida Institute of Technology, 1988; MA, Webster
University, 1991
• Harry G. Percupchick, BSB, University of Phoenix, 2002;
MA, University of Phoenix, 2004; DMgt, University of
Phoenix, 2011
• Christopher D. Reams, BS, Park University, 1992; MS,
Chapman University, 1994
• Lillian R. Robinson, BSOE, Wayland Baptist University,
2000; MA, Webster University, 2003; PhD, Capella
University, 2010
• Veronica S. Shapiro, BA, University of Advancing
Technology, 2003; MBA, University of Phoenix, 2005
• Margaret G. Shortridge, BA, Arizona State University, 1980;
JD, Arizona State University, 1990
• Richard D. Shortridge, BS, Arizona State University, 1980;
MS, Golden Gate University, 1985; JD, University of Tulsa,
1983
• Tracey E. Sotelo, BA, University of Arizona, 2000; MBA,
Webster University, 2005
• Pamela J. Unternaehrer, BS, Weber State University, 1971;
MA, University of Utah, 1972; EdS, University of Minnesota-
46
Twin Cities, 1978; MIM, American Graduate School of
International Management, 1991; JD, Hamline University,
1983
Arkansas
• Michael A. Alexander, Sr., BS, University of Arkansas at
Monticello, 1992; MBA, Webster University, 1998; DBA, Nova
Southeastern University, 2004
• Steven D. Allspach, BS, Arkansas Tech University, 2004;
MA, Webster University, 2008
• Timothy N. Atkinson, BS, Tennessee Technical University,
1989; MEd, Vanderbilt University, 1997; EdD, University of
Arkansas at Little Rock, 2006
• Nicole L. Barnes, BBA, Philander Smith College, 1999;
MBA, Davenport University, 2002
• David G. Bercaw, BS, Oklahoma State University, 1976;
MA, Oklahoma State University, 1978; MS, University of
Tulsa, 1984; JD, University of Tulsa, 1995
• Joshua M. Bittle, BA, Harding University, 2000; MBA,
Harding University, 2008
• Alan L. Bohannon, BSOE, Wayland Baptist University,
1986; MA, Midwestern State University, 1990
• James B. Boyer, BS, Brigham Young University, 1980;
MBA, University of Arkansas at Little Rock, 1999
• James W. Breakfield, Jr., BA, Virginia Polytechnic Institute
and State University, 1971; BSBA, Old Dominion University,
1976; MA, Old Dominion University, 1984
• Sharre A. Brooks, BA, Trinity College, 2006; JD, University
of Arkansas at Little Rock, 2009
• Clinton E. Brown, BS, Park University, 1993; MA, Webster
University, 1995
• Robert E. Burnside, BA, Rhodes College, 1979; MBA,
Tulane University, 1981
• Gregory P. Burris, BSBA, Missouri Southern State
University, 1978; BSBA, Missouri Southern State University,
1983; MS, University of Tulsa, 1985
• Vallerie B. Cargill, BSBA, University of Arkansas, 1983; BS,
Lyon College, 1987; MA, Webster University, 2007; MBA,
• Justin C. Cloar, BSBA, University of Arkansas, 1996; JD,
University of Arkansas at Little Rock, 2001
• Leslie K. Cloer, BA, University of Central Arkansas, 2004;
BBA, University of Central Arkansas, 2004; MBA, Harding
University, 2006
• Stephanie R. Cox, BS, University of Arkansas at Pine Bluff,
1993; MBA, Webster University, 1996
• Staci Croom Raley, BA, Memphis State University, 1992;
MS, Memphis State University, 1994; JD, University of
Arkansas at Little Rock, 2005
• Mark A. Davis, BSOE, Wayland Baptist University, 1981;
BSOE, Wayland Baptist University, 1987; MBA, Baker
College, 1999; DBA, Argosy University, 2002
• Robert R. Donoho, BS, United States Military Academy,
1974; MSBA, Boston University, 1980; MS, Purdue
University, 1986; MAT, University of Arkansas at Monticello,
2005
• Causley Edwards, BA, DeSales University, 1987; JD,
• Jeffrey L. Edwards, BA, University of Oklahoma, 1988; JD,
University of Oklahoma, 1991
• Victoria N. Ewenike, BA, Obafemi Awolowo University,
1982; MPA, University of Arkansas at Little Rock, 1991; JD,
• Robert P. Ford, BSME, University of Arkansas at Little Rock,
1973; MBA, University of Arkansas at Little Rock, 1980
• Adriian F. Gardner, BA, University of Arkansas at Little
Rock, 1987; MA, University of Arkansas at Little Rock, 1994
Faculty
• Gary L. Sample, BS, University of Arkansas at Little Rock,
1995; MS, University of Arkansas, 1996
• John J. Scanlon, MS, University of Arkansas, 1996
• Larry L. Seifert, BA, Arkansas Tech University, 1973; MA,
Webster University, 1992; EdD, University of Arkansas, 1997
• L. Mark Shannon, BS, Arkansas State University, 1985;
MSM, Colorado Technical University, 2005
• April M. Shepard, BS, University of Central Arkansas, 2002;
MS, University of Arkansas, 2005
• Eddie H. Spaunhurst, BS, College of the Ozarks, 1985;
MIS, University of Arkansas, 2012
• Debra A. Steele, BS, Northeastern State University, 1990;
MA, Webster University, 1992; MBA, Webster University,
2000; PhD, Oklahoma State University, 2012
• Mark A. Stodola, BA, University of Iowa, 1971; JD,
University of Arkansas, 1974
• Robert H. Sutton, BSPA, University of Arkansas, 1980;
MBA, Oklahoma City University, 1989; DBA, Nova
• J. Patrick Sweeden, BA, University of Arkansas at Little
Rock, 1989; MA, University of Arkansas at Little Rock, 1993
• Barri L. Tulgetske, BS, Missouri Southern State University,
2001; MBA, Webster University, 2008; JD, University of
Arkansas, 2004
• Albert R. Turner, Jr., BA, University of Maryland, College
Park, 1979; MS, University of Southern California, 1981
• Bruce L. Upton, BS, Southern Illinois University Carbondale,
1989; MS, University of Arkansas, 1995
• Justin J. Villines, BS, University of Phoenix, 2009; MBA,
• Joseph J. Volpe, BS, United States Military Academy, 1988;
JD, University of Arkansas at Little Rock, 1996
• Michael A. Waters, BA, Western Illinois University, 1971;
MPA, University of Arkansas at Little Rock, 2008
• Alisa Williams, BS, Southern Arkansas University, 1988;
MBA, Grambling State University, 1994
• M. Cole Williamson, BA, University of Arkansas at Little
Rock, 1990; BA, University of Arkansas at Little Rock, 1990;
MS, Texas A&M University, 1992; MA, Webster University,
1999
• Kyle R. Wilson, BA, Ouachita Baptist University, 1986; JD,
• Robert L. Wofford, BS, University of the Ozarks, 1979;
MBA, University of Central Arkansas, 1982
• L. Stephen Yarberry, BS, University of Arkansas at Little
Rock, 1982; MS, University of Arkansas at Little Rock, 1986;
PhD, University of North Carolina at Chapel Hill, 1993
California
•
• Courtney B. Adolph, BA, George Washington University,
2000; JD, Loyola Marymount University, 2003
• Ramona H. Agrela, BA, California State University,
Fullerton, 1989; MPA, California State University, Fullerton,
1993
• Willie C. Bell, Jr., BSEE, Newark State College, 1977; BS,
West Coast University, 1986; MBA, West Coast University,
1990
• John A. Bonosoro, BA, Pepperdine University, 1979; MBA,
National University, 1984
• Ivan A Briceno, BS, Excelsior College, 1996; GMBA,
• Thomas E. Butkiwicz, BA, Concordia University, 2005; MA,
University of Redlands, 2007
• Jermaine I. Carson, BS, National University, 2001; MBA,
University of Phoenix, 2009; EdD, Argosy University, 2013
• James R. Chatterton, BA, Loyola Marymount University,
1982; MBA, Pepperdine University, 1990; MS, Pepperdine
University, 1994
• Stephen J. Cibull, AB, Indiana University Bloomington,
1976; JD, Widener University, 1980
47
Faculty
• Jerald L. Garner, BS, Park University, 1988; BS, Park
University, 1988; MS, University of Arkansas, 1990
• Michael H. Gibbs, BSB, Virginia Polytechnic Institute and
State University, 1975; MBA, Regis University, 1996
• Ellna J. Givens, BA, University of Arkansas at Little Rock,
1979; MA, University of Arkansas at Little Rock, 1982
• Kimberley Gordon, BS, John Brown University, 1998; MS,
John Brown University, 2006; EdD, University of Arkansas,
2012
• Dietrick L. Govan, BBA, University of Central Arkansas,
2000; MBA, University of Phoenix, 2006; DBA, Walden
University, 2012
• Paul H. Grau, Jr., BA, Colorado Christian University, 2006;
MBA, Colorado Christian University, 2007
• Charles J. Hamilton, BBA, University of Central Arkansas,
2006; MSM, Colorado Technical University, 2007
• Albert R. Hart, BBA, Cleveland State University, 1965; AM,
University of Northern Colorado, 1977
• Terry L. Held, BS.. Florida International University, 1989;
MA, John Brown University, 2006; MBA, John Brown
University, 2013
• Virginia R. Hillman, BA, John Brown University, 1999; MA,
• Marina Hodges, BBA, St. Mary's University, 1988; MBA, St.
Mary's University, 1997
• R. Scott Howard, BA, University of Arkansas, 1973; MBA,
University of Puget Sound, 1984
• Tionna L. Jenkins, BS, Philander Smith College, 2001;
MPH, University of Arkansas for Medical Sciences, 2005
• Bruce E. Johanson, BSBA, University of Arkansas, 1978;
MBA, University of Arkansas, 1979
• Patricia J. Keegan, BS, Park University, 1990; MS, Golden
Gate University, 1992
• Kelly H. Lyon, BA, Lyon College, 1990; MA, University of
Arkansas at Little Rock, 2000; EdD, University of Arkansas at
Little Rock, 2015
• Charles G. Martin, BS, University of Arkansas, 1966; MBA,
Tulane University, 1968; PhD, University of North Carolina at
Chapel Hill, 1974
• Kathleen H. McComber, BSE, University of Arkansas at
Little Rock, 1977; MA, Webster University, 1996
• Joseph C. McCoy, BS, University of Arkansas, 1995; MBA,
University of Arkansas at Little Rock, 2001; MIS, University of
Arkansas at Fort Smith, 2007; EdD, University of Arkansas at
Fort Smith, 2011
• Johnny L. McKusker, BS, Arkansas State University, 1994;
MBA, Webster University, 1997; MA, Webster University,
2004
• Jack E. Meadows, Jr., BSIE, University of Arkansas, 1968;
MSIE, University of Arkansas, 1971; MBA, Henderson State
University, 1979
• James E. Metzger, BA, University of Notre Dame, 1971; MA,
University of Chicago, 1975
• Michael B. Miller, BA, University of Arkansas, 1965; MBA,
• William D. Moody, BS, University of Central Arkansas, 1982;
MA, University of Houston-Downtown, 1984
• Pat R. O'Brien, BSB, Virginia Polytechnic Institute and State
University, 1975; MBA, Webster University, 2000; PhD,
University of Southern Mississippi, 2013
• Stephen M. Percival, BSB, Wright State University, 1979;
MBA, Wright State University, 1987
• Patricia L. Petty, BS, Arkansas State University, 2000; MBA,
• Ron Riggs, BS, Purdue University, 1984; MSEd, Indiana
University Bloomington, 1987
• R. Alice Riley, BBA, University of Texas at Arlington, 1983;
MBA, University of Texas at Arlington, 1989
• Rodney A. Riley, BS, University of Wisconsin-Oshkosh,
1974; MEd, University of Arkansas, 2005; MBA, Webster
University, 2012; EdD, University of Arkansas, 2009
Faculty
• Allen B. Coe, BS, Washington and Lee University, 1984;
LLM, New York University, 1991; JD, University of Oklahoma,
1988
• Louis W. Columbus, BSBA, University of Arizona, 1980;
MBA, Pepperdine University, 1984
• Derek E. D’Sa, BEng, University of Mysore, 1965; MBA, San
Jose State University, 1974
• Heidi Doan, BA, Chapman University, 2000; MA, Chapman
University, 2002
• Brian K. Dozer, BA, Indiana University Bloomington,
1989; MBA, Pepperdine University, 2001; DMgt, Webster
University, 2013
• Kimberly Finney, BS, Rush University, 1982; MA, Wright
State University, 1994; MA, Nova Southeastern University,
2006; PsyD, Wright State University, 1999
• F. Sutter Fox, BS, United States Coast Guard Academy,
1971; MBA, Roosevelt University, 1977; MS, Naval
Postgraduate School, 1984; EdD, University of Southern
California, 2008
• Richard H. Gayer, BGS, Chaminade University of Honolulu,
1975; MA, Pepperdine University, 1976; MBA, National
University, 1979; PhD, Capella University, 2006
• Denise Gorman, BS, San Diego State University, 1981;
MBA, California State University, Long Beach, 1988
• Mark D. Gorwitz, BS, Western Michigan University; MSMA,
California State University, Northridge
• Marilyn Hawthorne, BA, Stevens Institute of Business and
Arts 1972; JD, Western State University College of Law,
1997
• Charles E. Heckrotte, Jr., BSBA, California State University,
Long Beach, 1975; MBA, Pepperdine University, 1980
• D. Edgar Hibsman, BSME, Lehigh University, 1958; MBA,
Lehigh University, 1959; DBA, University of Southern
California, 1968
• Jerome Johnson, BS, Norfolk State University, 1986; MS,
Northrop University, 1990
• Michael H. Kinnen, BA, Loma Linda University, 1990; MBA,
University of California, Irvine, 2001
• Neil M. Kuritzky, BC, Cape Technicon Union of South Africa,
1975; MBA, United States International University, 1983
• Walter V. Makovoz, PhD, Union Institute & University, 1989
• Karen J. McCarthy, BS, University of Redlands, 2000; MA,
• Ronna R. McClain, BA, Pepperdine University, 1980; MS,
California State University, Dominguez Hills, 1983; MA,
Pepperdine University, 1996
• Moses McCutcheon, Jr., BIS, Virginia State University,
1987; MS, Pepperdine University, 1992; EdD, Pepperdine
University, 2004
• Matthew G. McNabb, BA, California State University,
Fullerton; MS, University of Southern California, 2003
• Markus C. Memmert, BA, University of California, Los
Angeles, 1992; MBA, University of Pennsylvania, 1996
• Kambiz B. Moghaddam, BS, Northrop University, 1986;
MBA, California Polytechnic State University, 2000; EdD,
• Ronald E. Monard, BA, University of California, Irvine, 1990;
JD, Western State University College of Law, 1993
• Paul J. Musselman, BA, University of Toronto, 1985; MBA,
• Stephone M.E. Neely, BS, Furman University, 1984; MBA,
• Scott Nelson, BS, Jacksonville University, 1966; MPS, Long
Island University, 1980
• Mayer Nudell, BSFS, Georgetown University, 1971; MS,
University of Southern California, 1973
• Herbert E. Oliver, BA, University of Portland, 1982; MBA,
• Roger E. Pigeon, BA, Chapman University, 1981; MBA,
48
• Derek D. Podobas, BBA. Eastern New Mexico UniversityRoswell, 1976; MIM, American Graduate School of
International Management, 1978; MBA, University of
Chicago, 1991
• Blaine D. Pope, BA, University of California, Berkeley, 1983;
MIA, Columbia University, 1987; MPA, Columbia University,
1987; MA, Fielding Graduate University, 2006; PhD, Fielding
Graduate University, 2007
• Norman T. Riggs, BA, University of Puget Sound, 1975;
MBA, California State University, Dominguez Hills, 1979
• Stephen W. Sawdon, BA, Ohio Wesleyan University, 1964;
MBA, Dartmouth College, 1966
• Harry J. Schuler, BA, State University New York at Buffalo,
1971; MA, SUNY at Buffalo, 1973; MBA, The Claremont
Graduate University, 1990; MA, The Claremont Graduate
University, 1991; PhD, Indiana University Bloomington, 1977
• Aaron M. Shaffer, BA, University of California, Irvine, 1991;
MA, California State University, Long Beach; PsyD, Alliant
International University, 2002
• Mehrdad S. Sharbaf, BS, Northrop University, 1982; MS,
Northrop University, 1987
• Danielle E. Sherrod, AB, Harvard University, 1998; PhM,
University of Cambridge 1998; JD, Stanford University, 2002
• Christopher C. Silva II, BA, Central Washington University,
1994; MBA, University of La Verne, 2006
• Roland E. Sprague, BS, University of Rochester, 1970;
MEng, Pennsylvania State University, 1974; MBA, Webster
University, 2014; PhD, Walden University, 2008
• James E. Tellier, BA, University of California, Irvine, 1982;
MBA, University of California, 1985
• Claudia J. Thair, BAEd, California University of
Pennsylvania, 1973; MA, Chapman University, 2004
• Roger L. Torneden, BSB, University of Kansas, 1967; MS,
University of Kansas, 1967; PhD, New York University, 1974
• Robert A. Trodella, BS, United States Military Academy,
1960; MSBA, Boston University, 1974; MA, University of
Texas at Austin, 1978; PhD, Alliant International University,
1982
• Claudia A. White, BA, University of California, Irvine, 1989;
MA, Pepperdine University, 1991; MA, Alliant International
University, 1993; PhD, Alliant International University, 1994
• Gwendolyn Wurm, BS, Azusa Pacific University, 2006;
MBA, University of Utah, 2012
Colorado
• Daniel R. Avery, BSB, University of Colorado Boulder, 1993;
MBA, George Washington University, 1998
• Jerry J. Baur, AB, Indiana University Bloomington, 1952;
MBA, Indiana University Bloomington, 1953
• Kristin D. Beasley, BS, Oregon State University, 1985; MEd,
Northern Montana College, 1990
• Robert W. Bickel, BS, Carnegie Mellon University, 1988;
MS, Air Force Institute of Technology, 1998; PhM, Pardee
RAND Graduate School, 2002; PhD, Pardee RAND Graduate
School, 2003
• Thomas L. Binnings, BA, Colorado College, 1979; MBA,
Dartmouth College, 1983
• Richard L. Bowman II, BS, Pennsylvania State University,
1969; MBA, University of Utah, 1976
• Michael A. Boyd, BA, University of Saint Thomas, 1968;
MBA, University of Saint Thomas, 1979
• Ronald C. Burnside, BS, University of Colorado Boulder,
1981; MBA, University of Colorado Boulder, 1984
• Terri L. Carver, BA, University of Nebraska-Lincoln, 1980;
LLM, George Washington University, 1996; JD, Marquette
University, 1984
• Joseph E. Cassa, Jr., BS, Metropolitan State College of
Denver, 2002; MBA, Regis University, 2006
• Richard F. Colarco, BS, Manhattan College, 1970; MS, Air
Force Institute of Technology, 1980; EdS, Troy University,
1986
Faculty
• Mitchell A. Karaus, BS, Columbia College, 2005; MS,
• Mark T. Kennedy, BA, Colorado State University, 1975;
MBA, Regis University, 1993; PhD, Union Institute &
University, 2004
• Sean P. Kinser, BS, Trident University International, 2006;
MS, University of Maryland, College Park, 2014
• Barbara B. Koehler, BA, Southern Methodist University,
1976; JD, University of Denver, 1982
• Richard T. Krai, BS, Northwestern University, 1961; MBA,
Saint Louis University, 1967
• Cynthia A. Lauber, BA, Bethany College, 1979; JD,
Washburn University, 1982
• Rebecca K. Leland, BSBA, University of Arkansas, 1988;
MS, Indiana Wesleyan University, 1998
• Rodney D. Lykins, BS, Bowling green State University,
1998; MS, Air Force Institute of Technology, 2002; MA,
University of Oklahoma, 2009; MMOA, Air Command and
Staff College, 2009
• Lisa L. Maes, BS, University of Oregon, 1988; MBA, Regis
University, 1992
• Joseph W. Mason, BS, Brigham Young University, 1973;
MA, University of Oklahoma, 1977
• Todd E. Mata, BS, Purdue University, 1989; LLM, DePaul
University, 2000; JD, Loyola University of Chicago, 1994
• Donald W. Mercier, BS, Southern Illinois University
Edwardsville, 1972; MBA, Colorado Technical University,
1988; PhD, Capella University, 2009
• Teressa L. Mills, BSOE, Wayland Baptist University, 2001;
MA, University of Phoenix, 2004
• Peter J. Nagy, BBA, University of Portland, 1965; MEd,
Wayne State University, 1972; MBA, Golden Gate University,
1976
• Gabriella C.P. Neubert, BS, Heidelberg College, 2001;
ML&HR, Ohio State University, 2004
• William S. Nungester, BS, Columbia College, 2006; MS,
• Todd W. Oberhelman, BS, University of Colorado Boulder,
1996; MS, Webster University, 2006
• Brandon L. Owens, BS, Columbia College, 2002; MPA,
Park University, 2006
• David A. Owens, BS, University of Colorado Boulder, 1976;
MS, University of Southern California, 1982; MS, Naval
Postgraduate School, 1984; MEng, University of Colorado
Boulder, 1998
• Jan A. Palmen, BA, San Jose State University, 1972; MBA,
Regis University, 1995
• Colleen M. Parsley, BA, South Dakota State University,
1978; MA, Creighton University, 1981; JD, Creighton
University, 1984
• Anthony S. Pereira, BA, Western Michigan University, 1971;
MS, Western Michigan University, 1973; MBA, University of
Dallas, 1985
• Francisco X. Perez, BA, University of Texas at El Paso,
1968; MS, University of Colorado Boulder, 1974
• Reinaldo J. Perez, BS, University of Florida, 1979; MST,
University of Florida, 1981; MEng, Florida Atlantic University,
1983; MS, University of Miami, 2004; MBA, University of
Miami, 2006; PhD, Florida Atlantic University, 1989;
• Thomas P. Ponville, BS, Colorado Christian University,
2000; MA, Webster University, 2006
• Richard E. Pyle, Jr., BSBA, Trident University International,
2011; MBA, Trident University International, 2013
• Carolyn T. Reynolds, BA, University of Colorado Denver,
1997; MS, Regis University, 2007
• Arthur P. Rochette, BA, University of Colorado Boulder,
1976; MIM, American Graduate School of International
Management, 1985
• Richard A. Russel, BSEE, University of New Mexico, 1980;
MS, Naval Postgraduate School, 1994; PhD, Colorado
Technical University, 2003
49
Faculty
• Travis A. Cossett, BSBA, University of Montana, 2006;
MBA, University of Montana, 2007
• Brian J. Dahl, BS, University of Nebraska-Omaha, 1971;
MS, University of Northern Colorado, 1981
• Michael J. Dillon, BA, University of Notre Dame, 1974; MA,
Western Michigan University, 1977; PhD, Western Michigan
University, 1981
• Debbie A. Evercloud, BA, Adrian College, 1981; MA,
University of Notre Dame, 1982; MA, University of Virginia,
1989; PhD, University of Virginia, 1993
• David J. Fennell, BS, Colorado State University, 1996; MS,
Vermont Law School, 2000; JD, Lewis and Clark College,
2000
• Ryan Finnigsmier, BA, University of Northern Colorado,
2001; MBA, Bellevue University, 2008; MS, Bellevue
University, 2014
• Louis L. Fletcher, BA, University of Maryland, College
Park, 1989; MEd, Northern Montana College, 1992; PhD,
Northcentral University, 2008
• Jennifer M. Ford, BA, National University, 2000; MBA,
National University, 2001; PhD, Capella University, 2010
• Dennis E. Francis, BA, Drake University, 1988; JD,
Creighton University, 1992
• Giulio G. Freda, BBA, Cleveland State University, 1974;
MSE, University of Central Arkansas, 1999
• James H. Gallent, Jr., BS, University of Colorado Boulder,
1970; MBA, George Washington University, 1976
• Stacy L. Gatto, BA, Saint Olaf College, 1980; JD, Lewis and
Clark College, 1983
• Lynnane E. George, BME, Georgia Institute of Technology,
1988; MS, Georgia Institute of Technology, 1989; PhD,
Georgia Institute of Technology, 2002
• David E. Gingerich, BA, Whitman College, 1979; MS,
Colorado State University, 1981; MS, Webster University,
2004
• Lawrence A. Grimaldi, AB, Saint Michael’s College, 1973;
MS, SUNY at Stony Brook, 1974
• Chad M. Gruhl, BS, Minnesota State University Moorhead,
1987; MS, Rosemont College, 1999; EdD, University of
Delaware, 2003
• Matthew D. Grunenwald, BBA, Texas A&M University,
1997; MBA, University of Phoenix, 2000
• Richard A. Hand, AB, Indiana University Bloomington, 1978;
MA, Webster University, 1985; MS, Webster University,
2004; PhD, Capella University, 2010
• Kimberly R. Hatch, BA, University of Colorado Boulder,
1996; MSM, Colorado Technical University, 2007
• Kurt A. Heppard, BS, United States Air Force Academy,
1982; MBA, University of California, Los Angeles, 1989; PhD,
University of Colorado Boulder, 1998
• Jon R. Hertzog, BABA, University of Washington, 1976;
MBA, University of Washington, 1978; MT, University of
Denver, 2001; JD, University of Denver, 2005
• Douglas J. Hine, BS, Pennsylvania State University,
1982; MS, University of Southern California, 1988; MEng,
University of Colorado Springs at Colorado Springs, 2014
• Janet D Hobley-White, BS, Hampton University, 1982; MBA,
• William C. Hoffman, Jr., BGS, University of NebraskaOmaha, 1975; BS, University of Maryland College Park,
1978; MA, Webster University, 1983; MA, Webster
University, 1988; MS, Webster University, 1999
• William I. Houth, BS, Colorado Technical University, 2000;
MS, Colorado Technical University, 2002; MBA, Colorado
• Russell J. Huffman, BSBA, San Jose State University,
1977; MBA, San Jose State University, 1980; MA, Webster
University, 1997
• Kenneth D. Judd, BS, University of La Verne, 1981; MPA,
Golden Gate University, 1988
Faculty
• Robert E. Ryals, BS, United States Air Force Academy,
1971; MA, U.S. Naval War College, 1993; JD, George Mason
University, 1992
• Stanley S. Scott, BS, University of Maastricht, 2006; MS,
University of Maastricht, 2007
• Mary Ellen Siegrist, BS, Regis University, 2003; MS, Regis
University, 2005
• Michael J. Smith, BS, Rensselaer Polytechnic Institute,
1988; MS, Colorado Technical University, 1998
• Ronald G. Snyder, BSB, University of Colorado Boulder,
1976; MS, Troy University, 1985
• Suzanne N. Snyder, BS, Troy University, 1979; MS, Troy
University, 1986; MA, Webster University, 1996
• Mark J. Stevenson, BS, Southern Illinois University
Carbondale, 1989; MHA, Chapman University, 1995; MS,
Naval Postgraduate School, 2001
• Michael P. Strait, BS, University of Denver, 1985; LLM,
Boston University, 1996; JD, University of Denver, 1988
• Valentin W. Tirman, Jr., BS, Arizona State University, 1963;
MAOP, University of Southern California, 1969
• Eleftherios L. Trovas, BSBA, Drake University, 1957; MBA,
University of Colorado Boulder, 1966
• William J. Turnbough, BS, Chapman University, 1993; MA,
• Daniel M. Van Buren, BSBA, Colorado State UniversityPueblo, 1996; MBA, University of Colorado at Colorado
Springs, 1999
• Cesar A. Vasquez-Bazan, BA, University of San Marcos,
1975; MA, University of Denver, 1993; PhD, University of
Denver, 2003
• Colleen M. Vetere, BA, University of Texas at Austin, 1980;
BSN, University of Texas at Austin, 1982; MPH, University of
Texas Health Science Center, 1993
• Vernon V. Vobejda, BSB, University of Minnesota-Twin
Cities, 1963; MPA, University of Colorado Boulder, 1976
• Mark R. Wagner, BBA, University of Oklahoma, 2004; MPA,
• Michael W. Ward, BS, Wayland Baptist University, 2005;
MAEd, Trident University International, 2013
• Jeffrey L. Weide, BA, Regis University, 2009; MBA, Regis
University, 2011
• Malaika S. White, BA, University of Northern Colorado,
• Samuel D. Young, BSEd, Arkansas State University, 1980;
MS, Arkansas State University, 1981; PhD, Saint Louis
University, 2000
•
National Capital Region
• Travis L. Adkins, BA, Fisk University, 1999; MSEd, Lehman
College, 2002; MA, The New School, 2009
• Teresita G. Albert, BS, University of Maryland University
College, 1993; MA, Notre Dame of Maryland University, 2004
• Joel R. Alvarey, BS, United States Military Academy,
1969; MS, National Defense University, 2004; JD, Fordham
University, 1975
• Parag N. Ambardekar, MS, Johns Hopkins University, 1983;
MBA, George Mason University, 1993
• Steven J. Anderson, BA, University of Missouri-Saint Louis,
1982; JD, Whittier College, 1986
• Bradley G. Beil, BS, United States Naval Academy, 1986;
MS, George Mason University, 2002
• Shelley Bennett, BA, St. Olaf College, 1974; MBA,
University of Oklahoma, 1981; MA, U.S. Naval War College,
1996
• Michael G. Berens, BS, Minnesota State University, 1985;
• Dale R. Berg, BA, Washington Bible College, 1982; MSBA,
Boston University, 1988; MA, Capital Bible Seminary, 2003
• Patricia D. Bickel, BA, University of Maryland, Baltimore,
1996; MS, Towson University, 2004
50
• Gybrilla B. Blakes, BA, University of the District of
Columbia, 1984; MA, Webster University, 1994; PhD, Argosy
University, 2010
• Kenneth R. Bond II, BS, The Richard Stockton College of
New Jersey, 1978; MPA, American University, 2005
• Diana G. Bonina, BA, Sofia English Language College,
1969; MA, Moscow Institute of International Relations, 1974;
PhD, Institute of Economics, Bulgarian Academy of Sciences,
1982
• Robin M. Boutlier, BS, Wiley College; MBA, LeTourneau
University, 1996
• Willie Dell C. Bowman, BS, Drury University, 1981; MSA,
Central Michigan University, 1992; MS, National Defense
University, 2001
• Joyce P. Brayboy, BS, Austin Peay State University, 2000;
MS, Syracuse University, 2011
• Diane L. Bridge, BA, Duquesne University, 1983; LLM,
George Washington University, 1992; MPA, Harvard
University, 1996; JD, Duquesne University, 1986; PhD,
George Washington University, 2009
• Leonard E. Brown, Jr., BA, Dickinson College, 1992; MS,
Western Illinois University, 1994; MA, Saint Mary's Seminary
and University, 2011
• Bonnie J. Burns, BS, Campbell University, 1990; MA,
• Darrell N. Burrell, BS, National-Louis University, 1997;
MS, National-Louis University, 1999; MS, National-Louis
University, 2006; MA, Prescott College, 2007; DHEd, Stillman
College, 2010
• Eva L. Carr-Hawkes, BA, Virginia State University, 1982;
MS, Florida Institute of Technology, 1989
• Rodney C. Cartwright, BGS, University of Maryland
University College, 1985; MS, University of Maryland
University College, 2001
• Juanita D. Catchings, BGS, Valdosta State University,
1996; MPA, Troy University, 1999
• Scott A. Cerrone, BA, Westfield State College, 1979; MA,
Naval Postgraduate School, 1983
• Liliana Chacon-Menay, BA, University of West Florida,
1998; MPS, George Washington University, 2009
• Carmelita S. Chadwick, BBA, Baylor University, 1998; MA,
Baylor University, 1999
• Katherine L. Chalfant, BA, Shippensburg University of
Pennsylvania, 1983; MSA, Central Michigan University, 1997
• Marcia L. Chase, BS, Northwestern State University, 1997;
• Alton B. Clemmons III, BS, Southern Illinois University
Carbondale, 1998; BSOE, Wayland Baptist University, 1998;
MS, University of La Verne, 2001; PhD, Regent University,
2008
• Parnell Coleman, BS, Excelsior College, 2001; MA, Webster
• Shaquana L. Cooper, BA, SUNY at Binghamton, 2002; JD,
West Virginia University, 2008
• Frank P. Cyr, Jr., BA, Duquesne University, 1972; MA,
• Robert E. Daniels, BS, University of Arkansas at Pine
Bluff, 1982; MA, Webster University, 1990; MA, Webster
• Ali A. Dastmalchi, BA, National University, 1971; MBA,
University of Scranton, 1979; MA, West Virginia University,
1988; PhD, West Virginia University, 1989
• Kyrone J. Davis, BS, Strayer University, 2007; MHSA,
Strayer University, 2009; EdD, George Washington
University, 2014
• Stacey L. Davis, BS, Jackson State University, 1994; MS,
Indiana State University, 1996; MA, Webster University, 1999
• Tania B. Davis, BS, North Carolina Central University, 1994;
MBA, Johns Hopkins University, 2000
• Thomas P. Davis, BS, University of Maryland, College Park,
1985; MBA, Loyola University, 1990
Faculty
• Bruce A. Gerrity, BS, United States Air Force Academy,
1968; MA, Webster University, 1976; MPS, Auburn University
at Montgomery, 1979
• Patrick J. Giambalvo, BA, Union Institute & University,
• Brian P. Gilbert, BS, United States Military Academy, 1999;
2003
• David H. Gilmore, BS, Pennsylvania State University, 1968;
MA, George Washington University, 1981
• Patricia A. Gipson, BS, Troy University, 1998; MBA,
LeMoyne-Owen College, 2002
• James R. Glenn, BSBA, American University, 1980;
MBA, Palm Beach Atlantic University, 1999; DBA, Nova
• Robert A. Goodman, BS, United States Naval Academy,
1985; MA, Webster University, 1997; MBA, University of
Florida, 1997
• Vivek K. Gore, BTEC, Indian Institute of Technology, 1987;
MS, Rutgers, The State University of New Jersey, 1989;
PhD, Rutgers, The State University of New Jersey, 1993
• Diane M. Groth, BS, University of Baltimore, 2000; MS,
Johns Hopkins University, 2003
• Bruce U. Hair, BS, University of Maryland, College Park,
1977; MSSM, University of Southern California, 1980
• Elizabeth C. Hair, BS, Texas A&M University, 1993; MS,
Texas A&M University, 1996; PhD, Texas A&M University,
1999
• David W. Hamon, BEd, Colorado State University, 1978;
MA, Northeastern University, 1988
• Beryl A. Harman, BA, Northeast Louisiana University, 1974;
MPA, Golden Gate University, 1980; DPA, University of
Southern California, 1998
• Moja N. Harmon, BS, Ball State University, 1999; MBA,
Indiana Wesleyan University, 2004
• Christielove Harris, BA, Principia College, 1997; MA,
George Mason University, 2000
• Justin U. Harris, BA, Bigard Memorial Seminary, Enugu,
1976; MEd, Marquette University, 1979; MBA, Marquette
University, 1985; MHSA, Strayer University, 2008; PhD,
Marquette University, 1983
• Eugene Harris II, BS, University of Southern Mississippi,
1986; MPA, Troy University, 2000
• Michael F. Heaney, BA, Adelphi University, 1969; MS, Troy
University, 1982; JD, George Mason University, 1994
• William M. Henabray, BA, University of New Hampshire,
1968; LLM, George Washington University, 1983; JD, Duke
University, 1971
• Gerradi C. Henderson, BSEd, Valdosta State University,
2004; MA, Webster University, 2011; MA, Webster
• Joyce P. Henderson, BBA, University of North Texas,
1970; MBA, University of North Texas, 1972; EdD, George
Washington University, 2002
• Beverly L. Hobbs, BS, University of Maryland University
College, 1991; MA, University of Phoenix, 2000
• Michael H. Hoffman, BA, Ohio State University, 1975; JD,
Southern Methodist University, 1978
• Ira S. Holmes, BS, Hampton University, 1979; MBA,
University of Wisconsin-Madison, 1980
• Wayne R. Hugar, BBA, Pace University, 1987; MA, Naval
Postgraduate School, 1999
• Leon W. Hutton, BBA, Northwood University, 1979; MA,
Central Michigan University, 1980; MBA, Florida Institute of
Technology, 1987
• Nathaniel J. Isong, BA, Southern University and Agricultural
and Mechanical College, 1987; MS, Southern University and
Agricultural and Mechanical College, 1988; PhD, Howard
University, 1997
51
Faculty
• Joseph P. DeJohn, BS, University of Wisconsin-Superior,
1971; MS, University of Delaware, 1977; MEd, University
of Delaware, 1984; MA, Webster University, 2010; MBA,
Webster University, 2011; MA, Webster University, 2012;
EdD, Temple University, 1986
• Jack Delman, BA, Queens College, 1973; JD, University of
Pennsylvania, 1976
• Jennifer M. Deloia, BS, University of New Orleans, 2004;
MA, City College, 2006
• Michele T. DeMoss-Coward, BS, Embry-Riddle
Aeronautical University, 1990; MS, Florida Institute of
Technology, 1993
• Norline J. DePeiza, BA, Christopher Newport University,
1979; MA, George Washington University, 1982; PhD,
Walden University, 2001
• Allison U. Dichoso, BA, American University, 1988; JD,
Howard University, 1992
• Mark A. Dobson, BS, Southern Illinois University
Carbondale, 1998; MS, Embry-Riddle Aeronautical
University, 2005
• James K. Dunbar, BA, University of New Mexico, 1993; MS,
National Intellegence University, 2008; EdD, University of
Pennsylvania, 2013
• Artesa Y. Eady-Mays, BS, Florida State University, 1999;
MHR, University of Oklahoma, 2004
• Ashley E. Eanes, BS, Virginia Polytechnic Institute and State
University, 1986; MS, George Mason University, 1993
• Courtney J. Edmonds, BBA, Averett College, 1994;
1997; LLM, Georgetown University, 2015; JD, Georgetown
University, 2002
• Marmie T. Edwards, AB, Indiana University Bloomington,
1972; MS, Virginia Commonwealth University, 2009
• James M. Ensign, BS, Mount Senario College, 2001; MBA,
University of Illinois at Chicago, 2009
• Aaron O. Estabrook, BA, Indiana University Bloomington,
2008; MA, Ball State University, 2011
• Sophia A. Evans, BS, Washington Adventist University,
2005; MBA, Washington Adventist University, 2006
• Robert J. Fagan, BA, Southern Illinois University
Carbondale, 1986; MA, Boston University, 1993; MBA,
University of Phoenix, 2005; MSS, United States Army War
College, 2011
• Danielle E. Faison, BS, James Madison University, 1990;
MS, Capitol College, 2003; MS, Capitol College, 2009
• John W. Fallon, BA, La Salle University, 1996; MA,
Villanova University, 2001; PhD, Walden University, 2012
• Elkanah E. Faux, BS, Fourah Bay College, 1980; DIPL,
University of Paris, 1984; PhD, University of Paris, 1987
• Jack M. Felsher, BS, University of Evansville, 1991; MA,
Embry-Riddle Aeronautical University, 2004
• Adrienne L. Ferguson, BS, Grambling State University,
1982; MPA, American University, 1997
• Georgella Fordham, BA, St. Johns University, 1981; MS,
University of Maryland University College, 2004
• David E. Fowler, BA, Virginia Polytechnic Institute and State
University, 1967; MBA, Virginia Polytechnic Institute and
• A. Laverne French, BSN, Georgetown University, 1993; JD,
Howard University, 2000
• Roderick French, BS, Campbell University, 1998; MA,
Webster University, 2000; PhD, Walden University, 2013
• Daniella D. Fridl, BA, Drake University, 1998; MA, Johns
Hopkins University, 2002; PhD, Johns Hopkins University,
2006
• Anthony Garner, BS, National-Louis University, 2000; MBA,
National-Louis University, 2001; PhD, Capella University
• Donald N. George, BA, Carnegie Mellon University, 1987;
MS, American University, 1994
Faculty
• Kirsten N. Jabara, BS, Rutgers, The State University of New
Jersey, 1996; MS, Florida Institute of Technology, 1997; JD,
University of Baltimore, 2000
• Brigitte W. Johnson, BS, Towson University, 1981; MS,
• Paul S. Jonnakuty, BBA, Spicer Memorial College, 1969;
MCom, University of Poona, 1970; PhM, University of Poona,
1988
• Lance E. Kelson, BS, Arizona State University, 1984; MBA,
University of Rochester, 1987
• Fredric Kendrick, BA, Troy University, 2001; MS, Troy
University, 2004; PhD, Howard University, 2013
• Thomas E. Kleiner, BA, University of Arkansas at Little
Rock, 1982; MPA, George Mason University, 1994
• Justin Korber, BS, Upper Iowa University, 2004; MA, Argosy
University, 2011
• Mary P. Kukla, AB, University of Alabama, 1978; MA, Notre
Dame University, 2012
• Christopher S. Lauritzen, BA, Utah State University,
1984; MHSM, University of Mary Hardin-Baylor, 1996; DDS,
University of Nebraska-Lincoln, 1990
• Nancy T. Lee, BS, Bowie State University, 1988; MA,
Marymount University, 1991; MA, Howard University, 1999;
PhD, Howard University, 2007
• Matthew G. Levendoski, BS, Purdue University, 2009; MS,
Purdue University, 2013
• Pamela D. Lewis, BSOE, Wayland Baptist University,
2000; MSA, Central Michigan University, 2001; PhD, Trident
University International, 2007
• James F. Lindner, BA, Norwich University, 1972; MPS, Long
Island University, 1981; MA, U.S. Naval War College, 1995
• Kevin O. Logan, BS, Bowie State University, 2004; MSA,
Central Michigan University, 2005
• Victoria F. Lohn, BS, University of Maryland University
College, 2007; MS, Stevenson University, 2009
• Marilyn J. Lythgoe, AB, Indiana University Bloomington,
1976; MA, Webster University, 1980; MS, Air Force Institute
of Technology, 1984; DPA, University of La Verne, 1990
• Nia C. Mahallati, BA, Vanderbilt University; JD, University of
Georgia, 2007
• Kevin A. Maisel, BS, University of Maryland, College
Park, 1986; MS, Florida Institute of Technology, 1992; MS,
National Defense University, 2005
• Duane W. Mallicoat, BS, Excelsior College, 1991; MAS,
• Mitchell E. Marovitz, BS, University of Illinois at Chicago,
1972; MS, Syracuse University, 1987; PhD, Syracuse
University, 1994
• Marylynn Marrese, AB, Smith College, 1978; MBA, Adelphi
University, 1980; MPA, New York University,1982; PhD, New
York University, 1994
• Allegra F. McCullough, BSEd, University of Virginia, 1972;
MA, Marymount University, 1985
• Kim T. McDaniel, BGS, University of Maryland, College
Park, 1982; LLM, Georgetown University, 1991; JD, Catholic
University of America, 1987
• Stephanie C. McKissic, BA, University of Maryland, College
Park, 1994; MA, Howard University, 1996
• Gregory F. McMullin, BS, University of Southern
Mississippi, 1982; MBA, Troy University, 1992; MS, Florida
Institute of Technology, 2011
• Linda K. Medlock, BGS, University of Texas at Dallas, 1981;
MS, Amberton University, 1987
• Craig V. Mehall, BBA, Cleveland State University, 1996;
MBA, Michigan State University, 1999; JD, Michigan State
University, 1999
• Candido T. Mendes, BA, Louisiana State University, 1983;
MSEd, Eastern Illinois University, 1984; MA, Webster
University, 2014
• Ashley G. Messenger, BA, University of Massachusetts
Amherst, 1991; JD, Pepperdine University, 1994
52
• Michael J. Mickaliger, BA, The Citadel, 1974; MPA,
University of Oklahoma, 1991; MA, Webster University, 1994
• James E.P. Miller, BSED, Indiana University of
Pennsylvania, 1990; MA, Webster University, 2009
• Larry A. Moss, BS, University of Phoenix; MS, Columbia
Southern University, 2013
• Patrick C. Mullaney, BS, San Jose State University, 1973;
MS, University of Arkansas, 1975
• Robert J. Mullennix, BS, Embry-Riddle Aeronautical
University, 2005; MAS, Embry-Riddle Aeronautical
University, 2009
• Mark E. Murtha, BS, SUNY at Buffalo, 1983; MS, Michigan
• Joyce W. Neverov, BA, SUNY at Stony Brook, 1992;
MA, American University, 1994; MBA, Virginia Polytechnic
Institute and State University, 2001
• Edgar H. Noumair, MA, Saint Paul Pontifica University,
1992; MBA, University of Leicester, 2003; MS, Boston
University, 2005; MS, Marymount University, 2009; PhD,
Saint Paul Pontifica University, 1994
• Kwaku Nuamah, BA, University of Ghana, 1994; PhM,
University of Ghana, 1998; MA, Johns Hopkins University,
2000; PhD, Johns Hopkins University, 2006
• Wilfred A. Okoh, BA, Howard University, 1974; MA,
American University, 1976; PhD, Howard University, 1992
• Zamora C. Olin, BA, Old Dominion University, 2003; MBA,
American Intercontinental University, 2005
• Kristina R. Olsen, PhB, Grand Valley State University, 1975;
BA, Northeastern Illinois University, 1978; MS, Northwestern
University, 1992; MBA, University of Montana, 2007; MA,
Franciscan University, 2009; PhD, Catholic University of
America, 2014;
• Ray C Oman, BSEd, Bloomsburg University of Pennsylvania,
1964; MS, Pennsylvania State University, 1971; MPA,
George Washington University, 1976; DPA, George
• Steven M. Oster, BA, SUNY at Albany, 1980; JD, Columbia
University, 1983
• Ufuoma E. Otu, BA, Loyola University of Chicago, 2001;
MBA, Roosevelt University, 2006
• Tammie L. Page, BS, University of Maryland, College
Park, 1997; MA, Webster University, 1999; MA, Webster
University, 2001; DMgt, University of Phoenix, 2004
• Charles N. Painter, BA, Lenore-Rhyne College, 1981;
MGA, University of Maryland University College, 1994; PhD,
Virginia Polytechnic Institute and State University, 2002
• Steven D. Park, BA, California State University, Fullerton,
1992; MPA, University of Alaska Anchorage, 1996; MA,
University of California, Berkeley, 2003; MA, U.S. Naval War
College, 2004
• William M. Pearson, BA, University of Washington, 1994;
MA, Georgetown University, 2003; MBA, University of
Pennsylvania, 2006
• Kevin E. Peterson, BS, Illinois Institute of Technology, 1978;
MS, University of Southern California, 1985
• Marya K. Pickering, AB, Emmanuel College, 1969; MBA,
Boston University, 1976
• Brian E. Powers, BA, Manhattan College, 1978; MA,
Creighton University, 1982; MA, Naval Postgraduate School,
1984
• Clark W. Rampton, BA, Brigham Young University, 2001;
MA, Georgetown University, 2007
• Marcia E. Richard, BSBA, Old Dominion University, 1980;
MS, Golden Gate University, 1988; MS, Troy University,
1995; MA, U.S. Naval War College, 2003
• Carl T. Richards, BS, West Chester University of
Pennsylvania, 1962; MA, University of Maryland, College
Park, 1968; PhD, University of Maryland, College Park, 1972
• Timothy R. Richardson, BS, Park University, 1991; MS,
Troy University, 1991; MS, Naval Postgraduate School, 2000
Faculty
•
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•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Syracuse University, 2006; MS, National Defense University,
2007
Jonathan Temin, BA, Swarthmore College, 2000; MA, Johns
Hopkins University, 2003
Kevin L. Thompkins, BA, Florida Atlantic University, 1981;
William A. Tippin IV, BSPA, University of Arkansas, 1973;
MPA, University of Arkansas, 1975; DMgt, University of
Maryland University College, 2007
Gene W. Townsend, BS, Virginia Polytechnic Institute and
State University, 1965; MBA, Florida Institute of Technology,
1984; MS, Florida Institute of Technology, 1992
John M. Treanor, AB, Wofford College, 1979; JD, University
of South Carolina, 1982
Rebecca L. Tritschler, BBA, University of Notre Dame,
2005; MSA, Wake Forest University, 2006
Matthew L. Troiani, BA, University of Notre Dame, 2002; JD,
Gail B. Tryon, BSEd, Edinboro University of Pennsylvania,
1975; MSA, Central Michigan University, 1993
Angela D. Tucker, BSBA, Auburn University at Montgomery,
1995; LLM, Judge Advocate General's School, 2008; JD, The
College of William & Mary, 2002
Darlene M. Urquhart, BA, North Carolina State University,
1984; MS, Boston University, 1995
Thomas A. Vadakkeveetil, BS, University of Kerala; MA,
American University, 1978; MA, American University, 1983;
MBA, Park University, 2013; PhD, American University, 1987
Loretta W. Veney, BA, Catholic University of America, 1980;
MA, George Washington University, 1982
Jack B. Voigt, BA, University of Colorado Boulder; LLM, The
Judge Advocate General’s School; JD, University of Oregon,
1981
James H. Waggoner, BS, University of Maryland University
College, 2001; MCM, American Graduate School of
International Management, 2009
Thomas L. Walker, BS, Hampton University, 1979; MBA,
Florida Institute of Technology, 1991
Barbara S. Wallace, BSEd, Central Michigan University,
1972; MA, Wayne State University, 1982; DMin, Howard
University, 2007
Janel C. Wallace, BS, Minot State University, 1998; JD,
University of North Dakota, 2002
Paul L. Washington, Jr., BS, United States Military
Academy, 1987; MS, Golden Gate University, 1991
Monica Y. Watts, BBA, Strayer University, 2007; MBA,
Strayer University, 2010
Joseph B. Weagraff, BS, Excelsior College, 2003; MA,
Frederic L. Whiting, BFA, Virginia Commonwealth
University, 1970; MA, American University, 1996
Edward L. Wiggins, BS, Park University, 2000; MBA,
Danny A. Wiley, BSBA, Appalachian State University, 1987;
MS, Naval Postgraduate School, 1996; MSS, United States
Army War College, 2010
Brian L. Williams, BA, Brigham Young University, 1994;
MA, George Washington University, 2003; EdD, George
Ginger L. Wilson, BS, Missouri Baptist University, 2012;
MBA, Missouri Baptist University, 2014
Nathaniel E. Wilson, BA, University of Alaska Anchorage,
1973; MA, Central Michigan University, 1978; MDiv, Virginia
Union University, 1999
Timothy D. Wilson, BBA, Valdosta State University, 1988;
MBA, Webster University, 1992; PhD, Nova Southeastern
University, 2013
Craig A. Witt, BS, Brigham Young University, 1971; PhD,
University of Kentucky, 1988
53
Faculty
• Bobbie J. Ridley, BA, University of North Florida, 2000; MS,
Towson University, 2004
• Michael A. Rodgers, BA, Ohio State University, 1981;
LLM, George Washington University, 1996; JD, University of
Cincinnati,1985
• Robert W. Rogalski, BA, Florida State University, 1969;
MPA, University of Oklahoma, 1979
• Everett F. Rollins III, BS, United States Coast Guard
Academy, 1979; MIR, Auburn University at Montgomery,
1999; MS, Air University, 2000; MA, Webster University,
• Martin M. Romine-Fox, BSBA, University of Arkansas, 2009;
MAcct, University of Arkansas, 2011
• Robert G. Roop, BA, Roanoke College, 1974; MA, Towson
University, 1976
• Bernard L. Roper, BS, University of South Carolina, 1976;
MS, Naval Postgraduate School, 1985
• M. Jean Russell, BLS, Saint Louis University, 1987; MA,
Saint Louis University, 1990; PhD, Saint Louis University,
1995
• Kathleen A. Sack, BS, Radford University, 1980; MA,
Marymount University, 1994
• Anim A. Sampong, BA, Kwame Nkrumah University of
Science and Technology, 2001; MBA, Johns Hopkins
University, 2011
• Huma Sayeed, BBA, University of Miami, 2001; MBA, Nova
Southeastern University, 2002; MPH, Florida International
University, 2007
• Dennis D. Scott, BA, California State University, Los
Angeles, 1974; MS, Chadwick University, 1997; MS,
National-Louis University, 2001
• Stephen J. Scott, BS, Cornell University, 1989; MSC,
London School of Economics, 1994; MBA, Columbia
University, 2004
• Hossein A. Shahbazi, BS, Sam Houston State University,
1980; MA, Eastern New Mexico University, 1981; PhD,
University of Maryland, College Park, 1998
• Abdul Q. Shaikh, BA, University of Bombay, 1960; LLB,
University of Bombay, 1961; MA, University of Bombay,
1962; MA, University of Massachusetts Amherst, 1970; PhD,
University of Massachusetts Amherst, 1971
• Paul R. Shibelski, BS, American University, 1979; MBA,
American University, 1984
• Chad A. Smith, BS, Trident University International, 2004;
MBA, Trident University International, 2005; MHA, Baylor
University, 2008; MBA, Baylor University, 2008
• Clark G. Smith, BA, The University of Tennesse, 1993; MA,
• R. DeWitt Smith, BA, North Carolina Central University,
1981; MA, University of Maryland, College Park, 1982
• Sarah K. Snyder, BA, Valparaiso University, 2004; MA,
University of Warwick, 2011
• Tony Somathiti, BS, George Washington University, 1988;
MS, Southeastern University, 1989; DBA, Argosy University,
2011
• John D. Sprague, BS, University of West Florida, 1994; MA,
• Harry L. Staley, BS, SUNY at Albany, 1988; MA, Webster
University, 1998; MS, Capella University
• Janice Stofer, BS, Indiana State University, 1978; MMgt,
Northwestern University, 1988
• Jennifer J. Strohm, BA, University of Maryland, College
Park, 2000; MA, University of Baltimore, 2006
• Jeffrey D. Tanismore, BA, West Chester University of
Pennsylvania, 1984; MBA, George Washington University,
1991; JD, American University, 1987
• Christina R. Taylor, BA, William Paterson University of New
Jersey, 2004; MA, Louisiana Tech University, 2009
• James S. Taylor, Jr., BS, Rutgers, The State University of
New Jersey, 1996; MA, Syracuse University, 2006; MPA,
Faculty
• Cheryl W. Wood, BSBA, University of Redlands, 1987;
MMHO, University of Phoenix, 1990; PhD, Union Institute &
University, 1995
• Bradley Q. Wootten, BS, Coker College, 1975; MS,
• Monica E. Woropaj, MS, American University, 2003
• Aleakhue A. Yekpabo, BS, Cheyney University, 1985; MBA,
Eastern University, 1999; EdD, Delaware State University,
2009
• Ricky L. Yost, BSBA, University of South Dakota, 1988;
MBA, University of Florida, 1999; MA, Webster University,
2001; JD, American University, 2008
•
Florida
• Frank B. Abbate, BA, SUNY at Stony Brook, 1979; JD,
Dickinson College, 1982
• Mark A. Addington, BA, University of South Florida, 2000;
JD, University of Florida, 2003
• Mohammed R. Ahmed, BA, California State University,
Los Angeles, 1980; MBA, California State University, Los
Angeles, 1986; DBA, Nova Southeastern University, 1993
• Richard N. Allen, BS, Embry-Riddle Aeronautical University,
2005; MBA, Webster University, 2008; MA, Webster
University, 2013
• Ryan M. Allen, BSBA, Southeast Missouri State University,
1994; MS, Southern Illinois University Edwardsville, 2002
• Therron J. Allen, BSBA, University of Richmond, 1980;
EMBA, Jacksonville University, 1996
• Rexford V. Alleyne, BA, York University, 1973; BEd,
University of Toronto, 1974; MS, American College, 2001
• Richard K. Allison, Jr., BA, Ottawa University, 2006; MA,
Midwestern University, 2010; PsyD, Midwestern University,
2012
• Stephanie S. Anderson, BS, University of Central Florida,
1996; MA, Webster University, 2002; PhD, Barry University,
2011
• Jeffrey B. Atwood, BS, University of Wisconsin-Parkside,
1973; MA, Webster University, 1977; EdS, University of
Wisconsin-Stout, 1984; EdD, University of Central Florida,
1998
• Michelle Y. Bailey, BA, Saint Leo University, 1997; MA,
Norfolk State University, 1998; EdD, Nova Southeastern
University, 2006
• Jeffrey M. Bates, BA, Oglethorpe University, 1997; MEd,
The University of Georgia, 1999; PhD, The University of
Georgia, 2003
• James L. Batie, BA, Columbia College, 1999; MS, Troy
University, 2001; EdD, Nova Southeastern University, 2009
• John M. Bauernfeind, BS, University of Maryland, College
Park, 1994; MS, Webster University, 2003
• Adam M. Bazini, BA, University of Central Florida, 1997;
MS, Troy University, 1998; PhD, Barry University, 2009
• Margaret Z. Beck, BA, Framingham State College, 1984;
MBA, Nova Southeastern University, 1994
• Linda K. Begley, BA, Rollins College, 1991; MA, Webster
University, 1992; PhD, Barry University, 2012
• Henri Benlolo, BA, University of Florida, 1970; MS, Rollins
College, 1977
• Sh'nai M. Bennett-Simmons, BA, Canisius College, 1996;
MA, Regent University, 2004; PhD, Regent University, 2011
• Rebecca T. Biggin, BSN, University of Florida, 1981; MSN,
University of Texas at Austin, 1988
• Jennifer K. Birmingham, BS, Cedar Crest College, 1995;
JD, Villanova University, 1999
• Joseph D. Bono, BA, Queens College of the City University
of New York, 1976; MEd, Georgia State University, 1987;
PhD, Georgia State University, 1995
• James E. Boone, Jr., BSCE, North Carolina State
University, 1973; MS, North Carolina State University, 1978;
MS, Colorado State University, 1987
54
• Marie T. Bracciale, BS, University of Florida, 1980; MA,
John F. Kennedy University, 1987; PhD, University of Florida,
2004
• Rhett K. Brandt, BA, University of Alabama, 1991; MA,
University of Alabama, 1992; PhD, University of Alabama,
1997
• Kelly A. Breedlove, BSN, University of Florida, 1979; MA,
• Glenn W. Briggs, BA, University of the Philippines,
1976; MAEd, Northern Michigan University, 1980; MA,
Fielding Graduate University, 1993; PhD, Fielding Graduate
University, 1999
• Richard K. Britton, BA, East Carolina University, 1994; JD,
Florida Coastal School of Law, 2000
• Timothy R. Brock, BA, University of Minnesota Duluth,
1979; MA, University of Central Missouri, 1987; PhD, Capella
University, 2007
• Kimberly B. Brooks, BA, University of Central Florida, 1997;
MHR, Rollins College, 2001; PhD, Barry University, 2008
• Maxie Broome, Jr., BA, California State University,
Northridge, 1971; MA, California State University, Northridge,
1975; JD, Loyola Marymount University, 1975
• Sarah D. Brothers, BS, Florida Agricultural and Mechanical
University, 1984; MA, Webster University, 2007; EdD, Argosy
University, 2013
• Marion H. Brown, BS, Florida State University, 1966; MSM,
Rollins College, 1973
• Leonard J. Brzozowski, BS, Worcester Polytechnic
Institute, 1974; MBA, Dartmouth College, 1976; MEng,
Dartmouth College, 1978
• James K. Bunsa, AB, University of Miami, 1973; MS, Florida
International University, 1975; MBA, Florida International
University, 1985
• Thomas M. Caisango, BA, Youngstown State University,
1988; MEd, Ohio University, 1991; PhD, Kent State
University, 1996
• Frederico Calderon, BS, University of Central Florida, 2005;
MS, Webster University, 2013
• Scott M. Callaway, core faculty; BS, University of Florida,
1985; MBA, Rollins College, 1992
• Primrose E. Cameron-Hall, BA, Bethune-Cookman
University, 1997; MS, Stetson University, 2002; EdD, Argosy
University, 2010
• Jessica Cardenas-Gonzalez, BS, University of Central
Florida, 2007; MBA, Nova Southeastern University, 2009
• Kay M. Carsto, BGS, University of Miami, 1998; MPS, New
York Institute of Technology, 2000
• Daniel J. Casey, BS, Florida State University, 1989; MA,
• James A. Cash, BGS, Indiana University Southeast, 1982;
MA, Webster University, 1985; MBA, Nova Southeastern
• Stephanie A. Chambers, BA, University of Central Florida,
• Patricia M.M. Chapman, BA, Providence College, 1980; MS,
Eastern Kentucky University, 1982; PsyD, Florida Institute of
Technology, 1987
• Scott J. Chapman, BS, Florida Institute of Technology,
1981; MS, University of Alaska, 1983; PsyD, Florida Institute
of Technology, 1987
• Sheri Chejlyk, BSW, University of South Florida, 1993;
MSW, University of South Florida, 1997; PhD, Capella
University, 2006
• Charles Chekwa, BS, Mississippi State University,
1978; MBA, Jackson State University, 1979; DBA, Nova
• Jessica A. Chisholm, BS, University of Phoenix, 2005;
MEd, Jones International University, 2007; DCS, Colorado
Faculty
• Derenda D. Edmondson, BS, Mercy College, 1987; MA,
Wayne State University, 1994; PhD, University of Sarasota,
2000
• Linda M. Ellington, BS, Palm Beach Atlantic University,
1997; MS, Palm Beach Atlantic University, 1999; EdD,
Florida Atlantic University, 2003
• Carolyn I. Ellis, BS, University of Central Florida, 1991; MA,
University of Central Florida, 1995; MA, University of Central
Florida, 1998
• Audrey Ellison, BS, Southern Connecticut State University,
1970; MLS, Southern Connecticut State University, 1972;
MBA, Simmons College, 1985; DBA, Nova Southeastern
University, 2013
• Harri I. Eloranta, BBA, University of North Florida, 2002;
MAcct, University of North Florida, 2003; MBA, University of
North Florida, 2007
• Angel R. Epstein, BSN, University of Central Florida, 1995;
MSW, University of Central Florida, 1997; MSN, Vanderbilt
University, 2008
• Rhonda W. Evans, BA, University of South Florida, 1975;
MA, Webster University, 2000; EdD, Argosy University, 2010
• James D. Ewing, Jr., BA, University of Pittsburgh, 1969; MA,
Indiana University of Pennsylvania, 1972; EdD, California
Coast University, 1991
• Cynthia A. Farmer, BS, Florida State University; MBA, Nova
Southeastern University, 2004; EdD, Nova Southeastern
University, 2013
• Karen M. Fattorosi, BSW, Georgian Court University, 1994;
MSW, University of Pennsylvania, 1996; PhD, University of
Pennsylvania, 2003
• Marilyn A. Feldstein, BA, University of South Florida, 1974;
MPA, Pennsylvania State University, 1993
• Ileana R. Felipe, BS, Miami University, 1998; MS, Carlos
Albizu University, 2000; EdD, Argosy University, 2013
• Fred A. Fening, MS, Amberton University, 2012; MBA, The
University of Hull, 1996; DBA, Argosy University, 2006
• Shelley K. Fick, BA, Rollins College, 2000; MHR, Rollins
College, 2002; MBA, Webster University, 2005
• David H. Fish, BPA, National University, 1993; MA, National
University, 1994; MPA, National University, 1996; MA,
National University, 1997; MBA, Webster University, 2004;
EdD, Nova Southeastern University, 2007;
• Jerry L. Flanders, BS, University of Central Florida, 1973;
MS, Nova Southeastern University, 1998; MA, Webster
University, 2004
• James E. Fleming, Jr., BA, Saint Leo University, 1986; MS,
National-Louis University, 1996; DBA, Argosy University,
2005
• Tasha B. Florio, BA, University of South Florida, 2005; MA,
Webster University, 2009; PhD, Capella University, 2014
• Monica L. Ford-Davis, BA, University of North Florida,
1980; MEd, University of North Florida, 1985; EdS, Nova
Southeastern University, 1993; EdD, Nova Southeastern
University, 2001
• Clarence M. Franks, BS, Jacksonville University, 1988;
• Dwayne L. Free, BS, Rollins College, 1988; MS, Florida
• Rochelle I. Frommeyer, BA, Bowling Green State
University, 1993; MA, Bowling Green State University, 1996;
MFCS, Bowling Green State University, 1996
• Myrna L. Galligano, BBA, University of Houston Downtown, 1988; JD, University of Houston - Downtown,
1991
• Katharine D. Gambino, BS, Embry-Riddle Aeronautical
University, 2001; MS, Jacksonville State University, 2010
• Roger J. Geronimo, BS, Central Connecticut State
University, 1973; MBA, University of New Haven, 1976
• Jenny Gessler, BA, SUNY College at Plattsburgh, 1980;
MA, Rollins College, 1997; PhD, Maimonides University,
2005
55
Faculty
• Clifford J. Christenson, BS, United States Air Force
Academy, 1971; MBA, Southern Illinois University
Edwardsville, 1975
• Vincent A. Ciarpella, BS, University of Connecticut, 1965;
MA, Trinity College, 1973; DMgt, Webster University, 2002
• John M. Codd, BBA, University of Texas at San Antonio,
1986; MBA, University of Texas at San Antonio, 1990
• Harold D. Coleman, BSOE, Wayland Baptist University,
1993; MBA, University of Phoenix, 1997; DMgt, University of
Phoenix, 2004
• Gary W. Collins, BA, Pennsylvania State University, 1974;
MPA, Pennsylvania State University, 1975
• Marie Y. Conserve, BA. City College, 1978; MA. City
College, 1978; MBA, Long Island University, 1991
• Barbara A. Cooler, BS, Coastal Carolina University, 1985;
MBA, Webster University, 2003; DBA, Argosy University,
2014
• Rafael A. Cordero, BS, Southern New Hampshire
University, 1988; MS, University of Phoenix, 2003
• John W. Cosat, BS, Eastern Illinois University, 1979; MA,
• Robert G. Cox, BA, Maryville College, 1972; MDiv, Louisville
Presbyterian Theological Seminary, 1976; MA, Webster
University, 2002; DMin, San Francisco Theological Seminary,
1984
• Sheree T. Cox, BA, Rollins College, 1996; MA, Rollins
College, 2000
• Karen J. Curran, BS, University of Florida, 1993; MAcct,
University of South Florida, 1996
• Robert D. Dague, BA, University of Mount Union, 1990;
MBA, University of Florida, 2006; PhD, Northcentral
University, 2014
• Heather A. Davis, BA, University of South Florida, 1992; MA,
University of South Florida, 1997; MS, Troy University, 2004
• Carmen A. Dearmas-Valdes, BA, Florida International
University, 1989; MA, University of Maryland, College Park,
1993; PhD, University of Maryland, College Park, 2004
• Dina V.M. Dearmin, BA, Florida State University, 1988; MS,
Barry University, 1996
• Bobby Decker, BA, Rollins College, 1996; MA, Rollins
College, 1999; PhD, Barry University, 2011
• Normand J. Desmarais, BS, Roger Williams University,
1976; MSA, Lesley University, 1986
• Dennis D. Dickens, BBA, University of Texas at Austin,
1969; MS, Air Force Institute of Technology, 1974; MS,
Florida Institute of Technology, 1995; MA, University of
Central Florida, 1998
• Janet J. Dickinson, BA, The College of William and Mary,
1978; MBA, Florida Institute of Technology, 1989
• Eric M. DiFrancesco, BA, University of Arizona, 1988; MBA,
• Richard W. Dillon, BS, Indiana University-Purdue University
Indianapolis, 1974; MBA, Indiana University-Purdue
University Indianapolis, 1979; MSS, United States Army War
College, 2004
• Thomas J. Dobbins, BA, American University, 1996; MBA,
Vanderbilt University, 2000; JD, Vanderbilt University, 2000
• George W. Dollar, BA, Pillsbury College, 1979; MBA,
Liberty University, 1990; MPM, Keller Graduate School of
Management, 2012
• Brian Dragstedt, BA, Marquette University, 2001; MA,
Argosy University, 2006; PsyD, Argosy University, 2010
• Stephen W. Drier, BA, University of South Florida, 1998;
MA, University of South Florida, 2001
• Martin J. Duffy, BT, Rochester Institute of Technology,
1985; MBA, University of Rochester, 1987
• Cristina M. Echeverry, BS, Florida State University, 2001;
MBA, Nova Southeastern University, 2004; EdD, Nova
Faculty
• Susan J. Gillespy, BA, Jacksonville University, 1978; MA,
University of North Florida, 1996
• Ralph Gracia, BA, Inter American University of Puerto Rico,
1982; MEd, Montana State University, 1987; EdD, Nova
• Isabel K. Graf, BS, University of Pennsylvania, 1981; MBA,
University of Pittsburgh, 1982; PhD, University of Illinois at
Chicago, 1999
• April Graves, BA, Rollins College, 2010; MS, Pennsylvania
• Lu Ann Griz, BLS, Barry University, 1994; MS, Carlos Albizu
University, 1999; PsyD, Carlos Albizu University, 2005
• Nancy T. Grzesik, BS, Gwynedd-Mercy College, 1970; MEd,
Suffolk University, 1975
• Michelle W. Hacker, BS, Everest University, 1994; MBA,
Everest University, 1996; DBA, Argosy University, 2000
• Mark C. Hamilton, BA, Loma Linda University, 1982; MA,
California State University, San Bernardino, 1992; EdS, La
Sierra University, 1993
• Ronald B. Hamilton, BS, West Chester University of
Pennsylvania, 1975; MS, University of Pennsylvania, 1989
• Monte F. Hancock, Jr., BA, Rice University, 1976; MS,
Syracuse University, 1977
• Laura J. Hansen-Brown, BA, Messiah College, 1988; MBA,
St. Joseph’s University, 2000; JD, Widener University, 1992
• Connie S. Hardgrove, BAEd, Miami University, 1976; MEd,
The University of Georgia, 1982; MBA, Brenau University,
2004
• Teresa A. Harris, BS, University of Houston - Downtown,
1981; MEd, Winthrop University, 1995; MA, Argosy
University, 2001; PsyD, Argosy University, 2006
• William J. Harris, BS, University of Southern Maine, 1996;
MBA, University of Southern Maine, 1999
• Emile H. Hawkins, BPS, Barry University, 1992; MA, Oral
Roberts University, 1995; DSL, Regent University, 2005
• Stanley H. Helm, BGS, University of Nebraska, 1974; JD,
• Karl B.B. Henry, BS, University of the West Indies, 1971;
• Gregory D. Hoffmann, BS, Purdue University-North Central,
1971; JD, Washington University, 1974
• Alan R. Holbrook, BS, University of Central Florida, 1984;
• Gregory P. Holder, BS, United States Military Academy,
1975; MBA, University of West Florida, 1978; JD, Stetson
University, 1981
• Ami M. Hooper-Knox, BA, Shippensburg University of
Pennsylvania, 2000; MS, Shippensburg University of
Pennsylvania, 2003; EdD, Argosy University, 2014
• Richard D. Horner, BA, Florida State University, 1978; MS,
Florida Institute of Technology, 1990; MBA, Florida Institute
of Technology, 1993
• Gregory R. Howes, BPS, Barry University, 1990; MBA,
Florida Technical University, 1993; DMgt, University of
Phoenix, 2003
• Paulette M. Howlett, BABL, University of Nottingham, 1998;
BA, Southampton Solent University, 1998; MBA, Webster
University, 2002; PhD, Northcentral University, 2012
• Janet Hurley, BBA, Kent State University, 1982; PhD, Kent
• William R. Huseman, BS, SUNY at Albany, 1997; JD,
Florida Coastal School of Law, 2000
• Phyllis G. Ingram, BS, Florida State University, 1974; MS,
University of North Florida, 1986; EdD, Nova Southeastern
University, 1999
• Thomas A. Jakubowski, BS, University of WisconsinMadison, 1987; MS, Ohio State University, 1989
• John D. Jinkner, BBA, University of North Florida, 2000;
MBA, University of North Florida, 2002
56
• Stefan E. Joe-Yen, BA, Johns Hopkins University, 1994;
MS,SUNY College of Environmental Science and Forestry,
2001
• Michael H. Johns, BSB, University of Central Florida, 1978;
MBA, University of Central Florida, 1980
• David S. Johnson, BFA, Florida Atlantic University, 1976;
MA, Webster University, 2000; PsyD, California Southern
University, 2003
• Michele E. Johnson, BS, Florida State University, 1979; MA,
Liberty University, 1997
• Vera S. Johnson, BA, Alabama A&M University, 1976; MBA,
Nova Southeastern University, 1997
• Thomas P. Jones, BS, Lehigh University, 1984; JD, George
• David J. Kallus, Jr., BS, Wilburforce University, 2001; MS,
Webster University, 2003; MA, Webster University, 2009
• Raymond R. Kauffman, BSBA, Widener University, 1976;
MBA, Widener University, 1979
• Michaela M. Kelly, BS, University of Baltimore, 1988; MS,
Palm Beach Atlantic University, 2007
• Michele E. Kerlin, MS, University of Maryland University
College, 2004
• Susan N. Kiley, BS, Southern Connecticut State University,
1982; MS, Nova Southeastern University, 1988
• Amy La Bosco, BA, Stetson University, 1996; MS, Florida
State University, 1998; PhD, Capella University, 2007
• Donald E. Larsson, BA, University of Florida, 1963; MBA,
• Danialle K. Leach-Riggins, BS, University of Florida, 1995;
JD, Florida A&M University, 2005
• Mark W. Lee, BS, Defiance College, 1992; MEd, University
of South Carolina, 1998; MBA, Strayer University, 2010; PhD,
Capella University, 2003; JD, Abraham Lincoln University,
2008
• Toccara J. Lee, BS, Florida Agricultural and Mechanical
University, 2005; MBA, University of Phoenix, 2008
• Danny Lenhof, BBA, Fort Lauderdale College, 1979; MBA,
• Leo A. Lennon, BS, Providence College, 1966; MA,
• Aaron Liberman, BA, Baylor University, 1965; MS, Indiana
University Bloomington, 1966; MA, University of Iowa, 1968;
PhD, University of Iowa, 1974
• Karl A. Lieb, BA, Ohio State University, 1979; MA, Webster
• Norma K. Little, BS, College of St. Francis, 1976; MS,
College of St. Francis, 1994
• Daniel A. LoPresto, BS, University of South Florida, 1997;
• Linda S. Lucas, BS, University of Florida, 1992; MS, Nova
Southeastern University, 1996; PhD, Walden University,
2006
• Robert J. Ludwiczak, BSB, Emporia State University, 1966;
MSA, Central Michigan University, 1992
• Marilyn L. Lutz, BSBA, Lindenwood University, 1986; MBA,
Lindenwood University, 1988; EdD, Nova Southeastern
University, 1996
• Edward H. Lyle, BS, University of Maryland, College Park,
1980; MA, Antioch University, 1983; EdD, Nova Southeastern
University, 1996
• Sandra Lynch-Bass, BA, University of Central Florida, 1995;
MS, Stetson University, 1997
• Melissa L. Maldonado, BA, Marymount Manhattan College,
2003; MA, Liberty University, 2008; DBC, Andersonville
Theological Seminary, 2012
• Bobbie J. Mann, BS, University of Southern Mississippi,
1989; MEd, Mississippi State University, 1993; PhD,
Mississippi State University, 2007
• Kevin W. Marrone, BA, University of South Florida, 1997;
MS, Nova Southeastern University, 2000
Faculty
• Jackson M. Musyimi, BS, Webber International University,
2001; MA, Webster University, 2005; DBA, Argosy University,
2011
• Nicoletta C. Nance, BA, Youngstown State University, 1970;
MSEd, Youngstown State University, 1981; PhD, Capella
University, 2011
• Jeffrey Nardo, BA, Slippery Rock University, 1983; MSSM,
University of Denver, 1992
• Lynne G. Nasrallah, BA, Stetson University, 1972; MEd,
University of Central Florida, 1976; EdD, University of Central
Florida, 1991
• Carlos Negron, BBA, University of Puerto Rico, Rio Piedras
Campus, 1973; MBA, Houston Baptist University, 1979
• Joanne J. Nesbitt, BS, Nova Southeastern University, 1990;
MBA, Nova Southeastern University, 1992; PhD, Capella
University, 2006
• Mary Ellen Netzler, BS, University of Florida, 1985; MAcct,
University of Florida, 1988
• Jose M. Nieves, BS, Embry-Riddle Aeronautical University,
1990; MAS, Embry-Riddle Aeronautical University, 2004;
MBAA, Embry-Riddle Aeronautical University, 2004; PhD,
• William B. Noffsinger, BA, University of Florida, 1974; MS,
• Robert J. Nolan, BS, University of Florida, 1985; MA,
University of South Florida, 1989; PhD, Gordon University,
2005
• Robin S. Norton, BS, University of Florida, 1981; MSA,
• Julie A. O'Brien, BA, Franklin Pierce College, 1986; MA,
Antioch University, 1988; EdD, Argosy University, 2012
• Verna K. Omanwa, BA, Warner Southern University, 2000;
MBA, Warner Southern University, 2002; DBA, Argosy
University, 2010
• Judith S. Ortiz, BA, San Francisco State University, 1976;
MBA, Saint Thomas University, 1985; PhD, University of
Central Florida, 2002
• Kristin M.A. Page, instructor; BA, University of Florida, 2007;
MS, Nova Southeastern University, 2011; PhD, University of
Florida, 2014
• Donna G. Palumbo, BS, Pennsylvania State University,
1997; MBA, University of Tampa, 2009; EdD, Nova
• J. Timothy Pancake, BA, Golden Gate University, 1975; MA,
• Lynn C. Paredes-Manfredi, BA, Rollins College, 1976; MA,
University of Central Florida, 1993
• John H. Parker, BS, University of Southern California, 1996;
MBA, University of Phoenix, 2001; MPAc, Arizona State
University, 2010
• Carla S. Patton, BS, Campbell University, 2002; MA,
Webster University, 2006; EdD, Argosy University, 2012
• Spyridon G. Patton, BA, Pennsylvania State University,
1973; PhD, University of Pittsburgh, 1978 ;
• Jose R. Perez, BA, Ottawa University, 1988; BS, University
of South Florida, 2001; MBA, Nova Southeastern University,
2003; EdD, Nova Southeastern University, 2011
• Richard V. Perrone, BS, Regis University, 1993; BA, Saint
Leo University, 2001; MHRL, University of Oklahoma, 1994;
PhD, Capella University, 2007
• Kenneth G. Perry, BGS, Jacksonville University, 1996; MBA,
Jacksonville University, 1997
• Louise U. Peters, BS, Queens University, 1990; MA, Argosy
University, 1998; PsyD, Argosy University, 2000
• Jeffrey N. Peterson, BS, United States Military Academy,
1981; MS, Boston University, 1988; JD, University of
Maryland, Baltimore, 1993
• Douglas E. Pickett, BS, Florida State University, 1982;
MBA, University of North Florida, 1991
57
Faculty
• Richard M. Marshall, BA, Gannon University, 1968; MA,
Gannon University, 1972; EdD, West Virginia University,
1982; PhD, The University of Georgia, 1993
• Kimberly A. Martin-Donald, BS, University of Florida, 2000;
MEd, University of Florida, 2005; EdS, University of Florida,
2005; PhD, University of Florida, 2010
• William R. Mayher, BBA, The University of Georgia, 1989;
MS, Saint Francis University, 2004
• Dewith Mayne, MS, Northwest Missouri State University,
1984; MBA, Saint Thomas University, 1991; DBA, Capella
University, 2015
• Kenneth T. McCabe, BA, Lycoming College, 1975; MS,
Point Park University, 2007
• Steven McDonald, BA, University of Central Florida, 1988;
MA, University of Central Florida, 1990
• Leroy McDuffee, Jr., BS, Columbia Southern University,
2003; MBA, Columbia Southern University, 2004; MPA,
• Brian E. McElyea, BSBA, Widener University, 1991; MPA,
Troy University, 1993; PhD, Walden University, 2010
• Everett L. McKeown, BA, Saint Leo University, 1988; MS,
Chapman University, 1994; MBA, Orlando College, 2000; JD,
• Christine E. McKnight, BSBA, Saint Louis University, 1990;
MBA, Fontbonne University, 2003
• Kim S. McManus, AB, West Virginia University, 1979;
MA, Pennsylvania State University, 1982; PhD, George
• Frank J. McNellis, BM, Lawrence University, 1979; MA,
• Renee E. McQueen, BS, Florida State University, 1994; MS,
Troy University, 1999; EdD, Argosy University, 2006
• Mary L. Mercurio, BA, Rutgers, The State University of New
Jersey, 1977; MBA, Rutgers, The State University of New
Jersey, 1980; PhD, Barry University, 2009
• Trena L. Mewborn, BA, Southeastern College, 1991; MA,
• Catherine F. Meyer, BA, University of Montpellier III, France,
1975; MMFL, University of Montpellier III, France, 1983; MA,
University of Central Florida, 2007; MA, Webster University,
2013; EdD, University of Central Florida, 1996
• Patrick E. Miley, BS, University of Florida, 1989; MEd,
University of Florida, 1993; EdS, University of Florida, 1993
• Robert C. Miner, BS, Florida State University, 1992;
MBA, Jones International University, 2005; DBA, Jones
• Joseph P. Mirandi, BSBA, University of Central Florida,
1993; MS, University of Central Florida, 1994
• Margareta S. Moczynski, BBA, University of North
Florida, 1973; MA, Webster University, 2006; PhD, Capella
University, 2010
• Helda H. Montero, BA, University of Florida, 1995; BS,
University of Florida, 1995; MEd, University of Florida, 1998;
EdS, University of Florida, 1998
• Lisa M. Montgomery, BS, Howard University, 1989; MS,
Fuller Theological Seminary; PhD, Pennsylvania State
University, 2009
• Maggie Morera, BA, St. Thomas University; MPS, St.
Thomas University, 2010
• Edwin L. Mourino, BA, University of Oklahoma, 1982;
MEd, University of Southern Mississippi, 1987; PhD, Barry
University, 2005
• Brittani F. Munchel, BA, University of South Florida, 2007;
MA, University of South Florida, 2010; PhD, University of
South Florida, 2015
• Jeffrey C. Musgrove, BS, University of Maryland, College
Park, 1997; MA, Webster University, 2000; DBA, Argosy
University, 2011
• Beverly L. Mustaine, BA, University of Cincinnati, 1975;
MEd, Xavier University, 1977; EdD, University of Cincinnati,
1986
Faculty
• Michael R. Plummer, BS, Tennessee Technical University,
1967; MS, New York University, 1969; MS, New York
University, 1971; MS, Pepperdine University, 1996
• Margaret M. Powell, BA, Benedictine University, 1978; MBA,
University of Chicago, 1980
• Christopher C. Pratt, BS, Miami University, 1993; MHA,
University of Phoenix, 2005; DHA, University of Phoenix,
2010
• Keith Prewitt, BBA, Texas A&M University, 1974; MPA, Troy
University, 1990
• Eric L. Provost, BS, Eastern Kentucky University, 1980;
MS, Eastern Kentucky University, 1982; MFS, George
• Donald W. Rahn, BA, University of South Carolina, 1999;
MBA, University of Phoenix, 2006
• Alex T. Randall III, BA, Appalachian State University, 1974;
• George A. Reid, Jr., BS, Fairmont State University, 1969;
MA, University of South Florida, 1973; PhD, Florida State
University, 1984
• James W. Reynolds, BA, University of South Florida,
1970; MA, University of South Florida, 1974; DHS, Argosy
University, 1983; EdD, Argosy University, 1992
• Sina Rezaei, BBA, University of North Florida, 2001; MBA,
• Allan Richards, BBA, City College, 1960; MA, New York
University, 1965
• Kathleen Rich-New, BS, Kansas State University, 1974;
MBA, University of North Texas, 1993; MMgt, University of
Dallas, 1998
• Sean A. Richter, BA, Stetson University, 1995; MS, Stetson
University, 1999
• Daniel C. Riding, Jr., BA, University of Massachusetts
Amherst, 2001; MBA, Florida Institute of Technology, 2010;
MS, Florida Institute of Technology, 2014
• Thomas Riegler, BA, Grand Valley State University, 1974;
JD, Western Michigan University, 1977
• Bruce A. Robertson, BM, University of North Texas, 1979;
MS, University of North Texas, 1986
• D. Paul Rodriguez, BS, Central Michigan University, 1984;
MA, Wayne State University, 1991; PhD, Walden University,
2007
• Ervin Rodriguez, BS, Austin Peay State University, 1999;
MS, Nova Southeastern University, 2004; EdD, Nova
• James A. Rogowski, BBA, University of Toledo, 1973; MSA,
Central Michigan University, 1994; PhD, Walden University,
1999
• Martin D. Rosenblum, BA, University of South Florida,
1988; MBA, Florida Institute of Technology, 1992; MS,
Florida Institute of Technology, 1995; MS, Florida Institute
of Technology, 1997; MPM, Keller Graduate School of
Management, 2001
• Vicki L. Rossler, BA, Rollins College, 1977; MA, Rollins
College, 1992
• Todd Rudnianyn, BS, University of Pennsylvania, 2004; BA,
University of Pennsylvania, 2004; MBA, Harvard University,
2013
• William R. Ruth, BS, University of Phoenix, 2007; MBA,
• Mary Jane Salzman, BSBA, Saint Louis University, 1979;
MBA, Saint Louis University, 1983
• Steven B. Saperstein, BS, University of Pennsylvania, 1989;
MBA, Michigan State University, 1994
• Drew Sappington, BA, University of Florida, 1965; MA,
University of Kentucky, 1968; PhD, University of Kentucky,
1972
• Jason C. Scarlata, BS, University of Tampa, 1968; MA,
• Heather W. Schaul, BS, Florida State University, 1998; MA,
58
• Albert F. Schroeder, AB, University of Miami, 1967; MA,
• Deborah P. Scrambling, BS, Nova Southeastern University,
1991; MS, Nova Southeastern University, 1994
• Barbara A. Seifert, BSW, West Virginia University, 1980;
MSW, Florida State University, 1990; PhD, Barry University,
2006
• Janet T. Serluco, BA, Temple University, 1980; MS, MCP
Hahnemann University, 1982
• Jeffrey C. Seward, BA, Columbia College, 1991; MPA,
California Lutheran University, 1995
• Jaichand Sewkarran, BPS, SUNY Empire State College,
1994; MST, Iona College, 1996; MBA, Iona College, 1998;
MBA, Trident University International, 2005; PhD, Capella
University, 2008
• Susan N. Sharum, BS, Rollins College, 1993; MA, Webster
• William L. Shimp, BS, Florida State University, 1969; MBA,
Florida State University, 1971
• Angela J. Shoe, BA, Ohio State University, 1990; MS,
Cleveland State University, 1994; EdD, University of North
Florida, 2009
• Helen R. Singh-Benn, BS, University of Florida, 1995; BS,
University of Florida 1996; MS, Troy University, 1998; PhD,
• Mohamed Siraj, MBA, University of Central Florida, 1998;
MS, University of Central Florida, 2004
• Nevine K. Snyder, BAEd, University of Florida, 1978; MEd,
University of Florida, 1980; EdS, University of Florida, 1980;
PhD, University of Florida, 1986
• Edward C. Soistman, Jr., BS, United States Air Force
Academy, 1965; MS, Northeastern University, 1971; MS,
• Patricia T. Sokol, BS, Florida State University, 1967; MSW,
Florida State University, 1971; MPA, Nova Southeastern
University, 1978; DPA, Nova Southeastern University, 1978
• Terrance L. Sprinkle, BS, Columbia College, 2004; MA,
• Michael L. Stanley, BA, Saint Leo University, 1979; MS,
Troy University, 1986; PhD, Capella University, 2012
• Samuel A. Stanton, BPS, Barry University, 1991; MBA,
• Lloyd H. Stebbins, BS, Bucknell University, 1965; MA
University of Phoenix, 2000; PhD, Trident University
International, 2008
• Laura A. Steigelman, BS, Jacksonville University, 1986;
• Kenneth E. Stephens, BA, Saint Leo University, 1993; MPA,
Troy University, 1995; PhD, Walden University, 2004
• Ronald E. Stewart, BS, Grambling State University, 1978;
• Jerald D. Stubbs, AB, The University of Georgia, 1967; JD,
Harvard University, 1970
• Frank H. Stubbs III, BS, The College of William & Mary,
1981; MA, Webster University, 1984; MPA, Harvard
• Ellen A. Suarez Pinzas, BA, University of Central Florida,
2002; MA, Argosy University, 2006; PsyD, Argosy University,
2009
• Aysar P. Sussan, BS, Gannon University, 1977; MS,
Columbia University, 1978; DBA, Nova Southeastern
University, 1995
• Kareem A. Tannous, BBA, Jacksonville University, 2010;
MBA, Jacksonville University, 2012
• Robert W. Taylor, BS, Utah State University, 1977; MS,
Idaho State University, 1983; EdS, Idaho State University,
1989
• Elaine M. Thompson, BS, Medger Evers College of the City
University of New York, 1995; MA, Brooklyn College of the
City University of New York, 2005
Faculty
Georgia
• Janie M. Arnold, BS, DeVry University, 2000; MIS, Keller
Graduate School of Management, 2006
• John N. Atkinson, BS, Voorhees College, 1999; MA,
Webster University, 2000; MA, Webster University, 2001;
2012; MA, Webster University, 2013;
• David Avery, Jr., BBA, Georgia Southern University, 2001;
MS, University of Phoenix, 2003; MS, Kennesaw State
University, 2006
• William F. Baker, BS, Syracuse University, 1969; BS, SUNY
College of Environmental Science and Forestry, 1969;
MBA, Clark University, 1975; MEd, Armstrong Atlantic State
University, 2006
• Sandra M. Best, BS, Savannah State University, 1972; MPA,
Savannah State University, 1997; EdD, Fielding Graduate
University, 2000
• William Bonaparte, Jr., BS, Milwaukee School of
Engineering, 1976; MBA, Nova Southeastern University,
1999; DBA, Nova Southeastern University, 2008
• Samuel L. Boulware, BS, University of Phoenix, 2010; MBA,
• George D. Bratcher, BS, Austin Peay State University,
2002; MBA, Trident University International, 2009
• Amy C. Breitmann, BSEd, Bowling Green State University,
1991; MA, Bowling Green State University, 1994
• Troy Breitmann, BSEd, Bowling Green State University,
1993; MS, The University of Tennesse, 1995
• Mary J. Brooks, BA, Morris College, 2003; MA, Claflin
University, 2005; MS, Troy University, 2008; DBA, Argosy
University, 2012
• Stacey N. Brown, BS, Hunter College, 1999; MBA, Florida
• Nikki A.J. Butler, BBA, Augusta State University, 2002;
MBA, University of Phoenix, 2004; DMgt, University of
Phoenix, 2013
• Salvatore J. Buzzurro, BS, Regents College of the
University of the State of New York, 1999; MA, Webster
University, 2002; PhD, Capella University, 2005
• Elaine S. Campbell, BA, Clark Atlanta University, 1978;
MBA, Savannah State University, 1987; MAcct, Georgia
Southern University, 2002
• Mary P. Campbell, BAS, Troy University, 1988; MA, Webster
University, 2005; MBA, Webster University, 2006
• Benjamin P. Carter, BA, Ashford University, 2012; MBA,
Ashford University, 2014
• Nestor L. Colls-Senaha, BA, University of Central Florida,
1990; MA, U.S. Naval War College, 2005
• Cheryl V. Cornwell Tatum, BA, American InterContinental
University, 1982; MBA, American InterContinental University,
2009; DBA, Argosy University, 2014
• John D. Decker, BA, Eastern University, 1991; MBA,
Eastern University, 2003
• Mendi S. Drayton, BA, Duke University, 2000; JD, University
• Roger T. Duke, BS, Auburn University, 1977; MEng,
University of South Carolina, 1979
• Douglas J. Fine, BA, University of San Francisco, 1980;
MBA, Tulane University, 1991
• Margaret G. Ford, BS, Brenau University, 1997; MBA,
Brenau University, 2010
• David B. Funk, BS, Southern Illinois University Carbondale,
• Heather E. Gordon, BA, University of Virginia, 2001; MBA,
Mercer University, 2008
• William R. Griffin, Jr., BCVE, Georgia Institute of
Technology, 1970; MS, Northeastern University, 1974; MS,
Pepperdine University, 1998; JD, Suffolk University, 1978
• Charles E. Hall, BBA, Savannah State University, 1989;
2005
• Ann R. Highsmith, BS, Excelsior College, 2004; MBA, Troy
University, 2005
• Thomas H. Hines, BS, Savannah State University, 2000;
MHS, Lincoln University, 1984
• Thomas H. Hodgson, AB, Georgia Southern University,
1972; MA, Georgia Southern University, 1973; MPA,
Savannah State University, 1991
59
Faculty
• Allison J. Turner, BS, Park University, 2001; MBA,
Amberton University, 2003
• Suzanne H. Ullein, BS, University of South Florida, 1987;
MBA, Webster University, 2007
• Steven C. Van Gelder, BA, Saint Bonaventure University,
1977; MSEd, Saint Bonaventure University, 1984; MPA, Old
Dominion University, 1992
• Stephanie J. Vavilala, BS, Drury University, 1997; MA,
Webster University, 1998; EdD, Nova Southeastern
University, 2007
• Laura J. Verry-Sidoran, BSEd, Georgia Southern University,
1988; EdS, University of Central Florida, 1993; EdD,
• C. Alexander Vinson, AB, Princeton University, 1999; MA,
University of Florida, 2004; JD, Lewis and Clark College,
2006
• Frank S. Vorlicek, BS, Boston College, 1977; MBA,
Columbia University, 1981
• Leon J. Wallace, BS, University of North Alabama, 1973;
MBA, University of North Alabama, 1977; EdD, University of
Alabama, 1994
• Robert J. Walters, BA, Mansfield University of Pennsylvania,
• Peter G. Warmka, BA, University of Wisconsin, 1981; MBA,
American Graduate School of International Management,
1983
• Rosa M. West, BA, University of Florida, 2000; BS,
University of Florida, 2000; MEd, University of Florida, 2003;
EdS, University of Florida, 2003; MBA, Saint Leo University,
2011; PhD, University of Florida, 2008;
• Kenneth R. White, BS, New York University, 1964; PhD,
• Cheryl H. Whitmore, BA, Marycrest College, 2001; MA,
Webster, 2006; PhD, Barry University, 2014
• Berney J. Wilkinson, BA, University of South Florida, 1998;
MA, University of South Florida, 2000; EdS, University of
South Florida, 2003; PhD, University of South Florida, 2005
• C. Mark Willett, BA, Humboldt State University, 1994; MBA,
• James R. Williams, BS, Florida Institute of Technology,
• Sandra R. Wise, BS, Valdosta State University, 1968;
MS, Auburn University, 1989; PsyD, Florida Institute of
Technology, 1995
• Beth A. Wolfe, BA, Heidelberg University, 1979; MA, Ohio
State University, 1991; MEd, Ohio University, 1993; PhD,
Ohio University, 1998
• Richard L. Wood, BBA, University of Hawaii at Manoa,
1975; MBA, Pepperdine University, 1980
• Kristin D. Woodling, BS, University of Florida, 2002; MA,
• Marguerite E. Woods, BS, Rollins College, 1992; MS,
• John D. Woodward, BS, Florida International University;
MAcct, Nova Southeastern University, 1992
• Sandra J. Wotring, BA, University of Mount Union, 1972;
MBA, Mercer University, 1993
• Eve M. Yeates, BS, University of North Alabama, 1981;
MBA, Florida Institute of Technology, 1987
• Linda L. Zimmerman, BSEd, Illinois State University, 1974;
MBA, DePaul University, 1981
•
Faculty
• Dewey T. Huckabee, BS, Limestone College, 2006; MS,
• Gregory R. Jacobs, BA, Duke University, 1974; JD, Emory
University, 1979
• Sandra J. Jenkins, BS, Georgia Southern University,
1996; MEd, Georgia Southern University, 1998; EdS,
Georgia Southern University, 2003; EdD, Georgia Southern
University, 2006
• Kimberly J. Johns, BBA, American InterContinental
University, 2008; MBA, American InterContinental University,
2009
• Keenan Johnson, BBA, Augusta State University, 2004;
MBA, Troy University, 2006
• Jeremy B. Karr, BS, Grantham University, 2010; MS,
Grantham University, 2013
• Leat A. Kodua, BS, University of Maryland College Park,
1985; MBA, City University of Seattle, 2002; DBA, Argosy
University, 2013
• LeVette Lanier, BA, Saint Leo University, 1996; MSA,
• Shine M. Lin, BS, National Taiwan University, 1973; MS,
Pittsburg State University, 1982; PhD, University of Kansas,
1991
• Pamela J. Majette, BS, Greensboro College, 1981; MPA,
North Carolina State University, 1986
• Rynele M. Mardis, BS, University of Alabama, 2000;
MA, Webster University, 2005; MS, National Intelligence
University, 2011
• Eric B. McBeth, BS, Savannah State University, 2006; MBA,
Savannah State University, 2008
• Maurice McBride-Owens, BSBA, DeVry University, 2005;
MBA, American InterContinental University, 2008; PhD,
Capella University, 2013
• Justin V. McCartney, BBA, Georgia Southern University,
2004; MAcct, Georgia Southern University, 2013
• Anne L. McDaniel, BS, Claflin University, 1989; MA, Argosy
University, 2002; EdD, Argosy University, 2008
• Mary-Ellen Noone, BAcct, George Washington University,
1991; JD, University of Baltimore, 1998
• Victor A. Oladapo, BBA, Clayton State University, 1996;
MPA, Troy University, 1999; DBA, Argosy University, 2011
• Norma J. Osnoe, BS, Husson University, 1990; MA,
• Susan J. Pinkston, BA, University of California, Santa
Barbara, 1984; MS, Golden Gate University, 1988
• Chandra L. Porter, BBA, Savannah State University,
1993; BBA, Georgia State University, 1997; MA, Webster
University, 2003; MS, Walden University, 2012
• Michael G. Powell, BS, Kean University, 1996; MSA, Central
Michigan University, 1997; DSc, Robert Morris University,
2009
• Anthony G. Rizi, BS, Excelsior College, 2005; MS,
University of Maryland, Baltimore, 2013
• Fredrick A. Santiago, BBA, Tarleton State University, 2002;
• Timothy T. Saulnier, BS, University of Maryland, College
Park, 1990; MBA, Webster University, 2004
• Olivia Scott, BA, Paine College, 1997; MS, Central Michigan
University, 2001; PhD, Walden University, 2012
• Kristie L. Searcy, BS, Medical University of South Carolina,
2002; MA, Webster University, 2005; EdD, Argosy University,
2012
• Bryan T. Shaw, BS, Upper Iowa University, 2003; MBA,
University of Phoenix, 2007; DBA, Walden University, 2012
• Doretha L. Smith, BA, Saint Martin's College, 1996; MHRL,
University of Oklahoma, 1999; MBA, Strayer University, 2010
• Yvette R. Stewart, BS, Brewton-Parker College, 2001; MBA,
Georgia Southern University, 2003
• Laverne E. Streeter, AB, Washington University, 1977; MS,
University of Massachusetts, 1991; MS, Troy University,
2011
60
• Hawthorne E. Welcher, Jr., BA, Morehouse College, 1998;
MS, Southern Wesleyan University, 2007
• Harlen G. Williams, Jr., BBA, Augusta State University,
2003; MS, Southern Wesleyan University, 2007; DBA,
Argosy University, 2014
• Sonja B. Wilson, BSEd, University of South Carolina, 1990;
BSBA, University of South Carolina, 2005; MEd, University of
South Carolina, 1992; MTX, Georgia State University, 1999;
MS, Johns Hopkins University, 2014; JD, University of South
Carolina, 1998;
• Tyron A. Woodard, BS, Georgia Southern University, 1990;
MSA, Central Michigan University, 2003; PhD, Walden
University, 2010
•
Illinois
•
• Michael E. Anson, BSBA, University of Arizona, 1990; MA,
• Neil R. Bercovitz, BS, Northern Illinois University, 1974;
• Delbert C. Brashares, BS, Bowling Green State University,
1979; MS, Troy University, 1981; MS, University of Southern
Mississippi, 1987
• Benjamin M. Brink, BS, Stanford University, 1980; MS,
Stanford University, 1980; MBA, Harvard University, 1982;
MSS, United States Army War College, 2006
• Timothy M. Carlson, BSB, Eastern Illinois University, 1986;
MBA, Rockford College, 1995
• Andrew A. Clones, BSBA, University of Missouri-Saint
Louis, 1989; MBA, Saint Louis University, 2003
• Rickey E. Cox, BS, University of Idaho, 1981; BA, University
of Saint Mary, 1997; MBA, University of Colorado Colorado
Springs, 1988; MA, Northeastern Illinois University, 2000;
PhD, Walden University, 2011
• James M. Curtis, BSOE, Southwest Texas State University,
1981; MPA, University of Oklahoma, 1985; MA, Webster
University, 1998; PhD, Saint Louis University, 2008
• Mark A. Dalle, BSOE, Wayland Baptist University, 1992; MA,
• Francis R. Delatorre, BS, Park University, 2003; MA,
• John J. Dylik, BS, Illinois Institute of Technology, 1979;
• Lenore O. Erickson, BA, Saint Xavier University, 1981; MS
Loyola University of Chicago, 1985
• Thomas J. Fitzpatrick, BA, DePaul University, 1976; MBA,
Dominican University, 1987
• Stephen K. Forsha, BS, Northern Michigan University,
1997; MBA, William Woods University, 2002; DMgt, Webster
University, 2013
• Paul S. Frazier, BSEE, Texas Tech University, 1983; MS,
• Brian K. Frederking, BA, McKendree University, 1990; MA,
Syracuse University, 1994; PhD, Syracuse University, 1998
• Larry V. Friederich, BS, Southern Illinois University
Edwardsville, 1971; MA, Southern Illinois University
Edwardsville, 1975; MBA, Southern Illinois University
Edwardsville, 1990
• Lee E. Goldberg, BA, Loyola University of Chicago, 1985;
MS, National-Louis University, 1993
• Vernon J. Grubisich, BA, Southern Illinois University
Carbondale, 1970; MA, Northwestern University, 1973; MBA,
DePaul University, 1980
• Richard L. Gusewelle, BS, Southern Illinois University
Carbondale, 1972; MA, University of Illinois at Springfield,
1974
• R. Sven Hauri, BA, National-Louis University, 1981; MA,
• Patrick D. Jimerson, BS, Purdue University, 1966; MS,
Purdue University, 1969; PhD, Purdue University, 1971
Faculty
• Michael K. Williams, BS, Embry-Riddle Aeronautical
University, 1997; MA, Webster University, 2000; DMgt,
Kansas
• Kent L. Adams, BS, Kansas State University, 1979; MBA,
Wichita State University, 1989
• Randall M. Amos, BA, Wichita State University, 1977; MBA,
• David A. Anderson, BS, University of Wisconsin-River Falls,
1983; MA, Webster University, 1987; DBA, United States
• Frank P. Armato, BA, William Jewel College; EMBA,
Benedictine College, 2002
• Joseph G. Babb, AB, Bowdoin College, 1973; MPA, Clark
University, 1978; MA, University of Kansas, 1998
• Robert M. Bayless, Jr., BS, Moorhead State University,
1978; MS, University of Southern California, 1981
• Brenda J. Benson, BA, Oklahoma State University, 1998;
MA, University of Mississippi, 2002; PhD, University of
Mississippi, 2005
• Roger H. Bonner, BSCJ, Colorado Technical University,
2006; MS, Capella University, 2008
• John P. Buselt, BS, Emporia State University, 1976;
MBA, Wichita State University, 1978; MPH, Wichita State
University, 2003
• Vincent J. Carlisle, BA, University of Washington, 1987;
MPA, Troy University, 2000
• Sharon L. Chester, BAEd, Wichita State University, 1961;
MA, Wichita State University, 1975; EdS, Wichita State
University, 1977; PhD, Kansas State University, 1983
• James A. Chladek, BBA, St. Mary's University, 1977; MBA,
University of Nebraska-Lincoln, 1979
• Michael T. Chychota, BS, United States Military Academy,
1973; MBA, University of Oklahoma, 1980; MMAS, United
States Army War College, 1986
• Charles J. Collins, BA, Virginia Military Institute, 1975;
MS, University of Southern California, 1987; MA, Webster
University, 1995
• Rosalee E. David, BS, Kansas State University, 1997; MA,
University of Missouri-Columbia, 2003
• Mark G. English, BEE, University of Minnesota-Twin Cities,
1973; MBA, Webster University, 2012; JD, University of
Minnesota-Twin Cities, 1976
• Kathryn A. Ervin, BS, Pittsburg State University, 1998; MS,
Indiana State University, 2002
• Ernest Evans, BA, Brown University, 1972; PhD,
Massachusetts Institute of Technology, 2007
• Eugene C. Fite, BS, Northwest Missouri State University,
1972; MSEd, Northwest Missouri State University, 1976;
EdS, Northwest Missouri State University, 1988; PhD,
University of Missouri-Kansas City, 1995
• Stephen A. Flanagen, BS, University of Illinois at UrbanaChampaign; MS, Florida Institute of Technology, 1979; MS,
Kansas State University, 1985
• Richard G. Fovell, BSBA, Rockhurst University, 1974; MBA,
Rockhurst University, 1978
• James R. Fricke, BA, San Jose State University, 1976; MS,
Campbell University, 1987; MA, Webster University, 1999;
• Ryan D. Gant, BS, University of Kansas, 1998; MBA,
• Paul B. Gardner, BSBA, Norwich University, 1985; MA,
Louisiana State University and A & M College, 1996
• Dean B. Gilbert, BS, United States Air Force Academy,
• Hodges J. Glenn, Jr., BS, University of Massachusetts
Amherst, 1976; PhD, University of Massachusetts Amherst,
1990
61
Faculty
• Sasha M. Jones, BA, Alleghany College, 2000; JD, Whittier
College, 2005
• John H. Kennedy, BS, Illinois State University, 1980; MBA,
Jacksonville University, 1991
• Michelle L. Luraschi, BA, Truman State University, 1994;
MEd, University of Missouri-Saint Louis, 1996
• Maria K. Malayter, BS, Ball State University, 1989; MA, Ball
State University, 1991; PhD, Walden University, 2004
• Edward B. McCabe, Jr., AB, Saint Louis University, 1967;
• George R. McClintick, BS, University of Rhode Island, 1964;
MS, University of Chicago, 1980
• Jennifer L. Merritt, BSB, University of Phoenix, 2000;
MS, University of Phoenix, 2002; EdS, Nova Southeastern
University, 2007
• Thomas K. Mirabile, BA, Northern Illinois University, 1972;
MA, Northeastern Illinois University, 1974; LLM, DePaul
University, 2003; JD, Oklahoma City University, 1975
• W. Walter Misiak, BS, University of Arkansas at Pine Bluff,
1982; MS, Long Island University, 1985
• Lary W. Mohl, BA, Valparaiso University, 1969; MA, Webster
University, 1983; JD, University of Missouri-Columbia, 1976
• Robert L. Paine, Jr., BS, Pennsylvania State University,
1966; MS, Pennsylvania State University, 1969
• Stephen M. Pill, BS, Iowa State University, 1968; MBA,
Loyola University of Chicago, 1977
• Robert J. Poulin, BS, University of Nebraska-Omaha, 1997;
MS, Naval Postgraduate School, 2007
• William R. Powell, Jr., BSOE, Wayland Baptist University,
1994; MA, Webster University, 1996; PhD, Walden
University, 2006
• David B. Ratliff, BSL, Western State University College of
Law, 1977; MS, Troy University, 1991; JD, Western State
University College of Law, 1979
• Timothy J. Richards, BA, St. Mary’s University, 1968;
MEd, University of Illinois at Urbana-Champaign, 1975;
MSEd, Southern Illinois University Edwardsville, 1978; PhD,
Southern Illinois University Carbondale, 1982
• Kenneth M. Roth, BA, Hofstra University, 1975; JD, Hofstra
University, 1979
• Marcelo H.J. Shin, BS, University of Maryland University
College, 2009; MS, Grantham University, 2014
• Diane Skubinna, BA, University of Northern Iowa, 1983; MS,
University of Central Missouri, 1995; PhD, Capella University,
2011
• William M. Smith, BS, William Carey College, 1982; MBA,
William Carey College, 1984; MS, University of Southern
Mississippi, 1986
• Kevin K. Spradling, BA, University of Oklahoma, 1976; MS,
University of Central Missouri, 1978; LLM, McGill University,
1989; JD, Saint Louis University, 1982
• Thomas S. Stiles, BA, Southern Illinois University
Edwardsville, 2002; MA, University of Missouri-Saint Louis,
2005
• Valerie L. Thaxton, AB, McKendree University, 1976;
MSEd, Southern Illinois University Edwardsville, 1977; MA,
Webster University, 1987; EdD, Southern Illinois University
Edwardsville, 1985
• Victor S. Tidball, BS, Regis University, 1984; MA, Webster
University, 1998
• Thomas L. Trice, Jr., BS, Southern Illinois University
Carbondale, 1992; MA, Webster University, 2005; DMgt,
• Emmanuel N. Uwalaka, BS, University of Wisconsin-River
Falls, 1980; MA, American University, 1983; PhD, Howard
University, 1990
• Shailendra Verma, BA, University of Delhi, 1984; MBA,
Northern Kentucky University, 1991; MA, University of New
Orleans, 1993; PhD, University of New Orleans, 1995
• Byron I. Wigodner, BS, Northern Illinois University, 1974;
Faculty
• Frederick C. Heismeyer III, BS, West Virginia University,
1978; MS, Emporia State University, 1982; EdD, University of
Arkansas, 1993
• Gary R. Hobin, AB, Dartmouth College, 1968; MA, University
of Chicago, 1970
• Victor C. Howard, BS, University of Central Missouri, 1975;
JD, University of Missouri-Kansas City, 1976
• Derek T. Hughes, BSB, University of Phoenix, 2012; MA,
• David E. Hunter-Chester, BA, University of NebraskaLincoln, 1981; MA, Stanford University, 1990
• Geoffrey F. Jenista, BS, Park University, 2002; MA,
Webster University, 2011; MBA, Webster University, 2012
• Eddie L. Johnson, BAS, Washburn University, 2005; MA,
• Kenneth L. Johnson II, BS, Park University, 1999; MA,
• Randy L. Kidder, BA, Johnson State College, 1978; MBA,
• Ryan R. King, BS, United States Merchant Marine Academy,
1996; MA, American Military University, 2001; MBA,
California State University, Dominguez Hills, 2008
• Pat R. Kitchens, BS, Park University, 1994; MS, University
of St. Mary, 1998
• Davin V. Knolton, BS, Austin Peay State University, 1986;
• Cheryl A. Lentz, BAS, Washburn University, 2005; MBA,
• Stuart D. Lyon, BA, Brigham Young University 1972; MPA,
Brigham Young University, 1974
• Jena K. Lysen, BAEd, Wichita State University, 1980;
MA, Wichita State University, 1985; MBA, Wichita State
University, 1995
• Mark A. McManigal, BA, Yankton College, 1983; MSA,
• Meredith A. McNaul, BS, Newman University, 2002; MBA,
Newman University, 2005; MEd, Newman University, 200;
MBL, Friends University, 2009
• Steven C. Modrcin, BSBA, Rockhurst University, 1977;
MAOM, University of Phoenix, 2005
• Alan E. Moore, BSEd, Ohio University, 1973; MEd, Boston
University, 1993
• Eric M. Morrison, BS, SUNY at Albany, 1994; MS,
University of Oklahoma, 1995; MA, Webster University,
1996; MBA, University of Houston-Clear Lake, 2011; PhD,
• Joseph R. Palmer, BS, The University of Georgia, 1974;
MA, Webster University, 1982; MS, University of Southern
California, 1985
• Jason C. Parman, BS, Missouri State University, 1995;
MBA, Touro University, 2002
• Phillip G. Pattee, BS, University of Washington, 1983;
MMAS, United States Army Command and General Staff
College, 1996; MSS, United States Army War College, 2000;
PhD, Temple University, 2010
• Nicole T.M. Pettegrew, BA, Truman State University, 2005;
MBA, University of Missouri-Columbia, 2006
• Crystal W. Rialti, BSBA, University of Central Missouri,
1983; MBA, University of Central Missouri, 1994
• Betty T. Schrader, BBA, Wichita State University, 1986;
• Dennis E. Smith, BSBA, University of Central Missouri,
1992; MS, University of Central Missouri, 2000
• Jeffrey A. Sutton, BS, Pittsburg State University, 1986; JD,
• James R. Thrasher, BSBA, University of Arizona, 1971; MA,
Gonzaga University, 1992; MS, Kansas State University,
1999
• Joseph L. Walden, BS, North Carolina State University,
1978; MBA, Florida Institute of Technology, 1988; MS,
62
•
•
•
•
•
•
Florida Institute of Technology, 1989; MA, United States
Army Command and General Staff College
William Wallace, Jr., BS, University of Louisville, 2002;
MBA, Embry-Riddle Aeronautical University, 2002; PhD,
Claude P. Wiedower, BBA, Sam Houston State University,
1966; MBA, Sam Houston State University, 1968; MAOJ,
Mark R. Wilcox, BS, Georgetown University, 1980; MA,
University of Kansas, 1992
Eugene C. Williams, AB, University of Alabama, 1982; MBA,
University of Mobile, 1988
Stephen D. Williams, BS, Southwestern Oklahoma State
Robert E. Wynne, BS, Park University, 1997; MPA, Park
University, 2007
•
Kentucky
• Norman E. Auspitz, BS, Drexel University, 1968; MMth,
University of Waterloo, 1970; MBA, McMaster University,
1980; PhD, University of Waterloo, 1975
• James E. Baker, BS, Eastern Kentucky University, 1997;
MA, Webster University, 2001; DMgt, University of Phoenix,
2008
• Kimberly T. Barrie, BA, Transylvania University, 1983;
MN, Bellarmine University, 1990; DNP, Rush University of
Chicago, 2009
• Evan W. Barrington, BA, Brigham Young University, 1975;
PhD, Massachusetts Institute of Technology, 1980
• Patrick J. Becka, BS, University of Louisville, 2000; MBA,
University of Louisville, 2002
• Scott R. Berry, BA, Ball State University, 1997; MA,
Spalding University, 2000; PhD, University of Louisville, 2007
• Gregory T. Cobb, AB, Western Kentucky University, 1985;
MA, Webster University, 2001; EdD, Spalding University,
2005
• Jacqueline M. Cooper, BS, Spalding University, 1996; MA,
Webster University, 2002; EdD, Spalding University, 2006
• Brian E. Daly, BA, Eastern Connecticut State University,
1970; MS, Eastern Connecticut State University, 1972; EdD,
• Helen M. Davis, BSBA, The University of North Carolina at
Chapel Hill, 1975; MBA, University of Kentucky, 1976
• Sandra L. Duncan, BA, Indiana University Bloomington;
MS, Indiana University Bloomington; EdD, University of
Cincinnati, 2000
• Robert L. Ferland, BS, Indiana Institute of Technology,
1989; MBA, University of Louisville, 1996
• Timothy E. Findley, Sr., BSBA, University of Louisville,
1984; MBA, Webster University, 1991; EdD, Spalding
University, 2008
• Joan B. Henderson, AB, Cedar Crest College, 1958; MA,
University of Louisville, 1966; JD, University of Louisville,
1978
• Heather J. Henderson-Galligan, BA, Hanover College,
1991; MSEd, Indiana University Southeast, 1997; PhD,
Indiana State University, 2001
• Ronald J. Hess, BBA, McKendree University, 1980; MBA,
Indiana University Southeast, 1996; MA, Webster University,
2000
• Harry L. Hinkle, BA, Bellarmine University, 1968; MBA,
Bellarmine University, 1977
• John T. Hohman, BA, Culver-Stockton College, 1965;
AMEd, George Washington University, 1967; EdD, George
• Cathy A. Kidd, BA, Georgetown College, 1978; MAMgt,
University of Phoenix, 1988; MBA, University of Phoenix,
1988; PhD, University of Louisville, 2006
Faculty
Missouri
•
• Michael A. Abeln, BS, Park University, 1982; MA, Webster
University, 1996; DMgt, Webster University, 2003
• Kenneth G. Ackermann, Jr., BS, University of Maryland
University College, 2007; MA, Webster University, 2013
• Oladipupo A. Adefala, BS, University of Ibadan, 1998; MBA,
• Steven J. Adelman, BA, Park University, 1980; MA, Webster
University, 1982; PsyD, Forest Institute of Professional
Psychology, 1997
• Crystal M. Adkisson, BA, Rockhurst University, 2001; MA,
Webster University, 2005; RPhD, Howard University, 2013
• Thomas B. Ahr, BA, Saint Louis University, 1992; MA,
Webster University, 1997; DMgt, Webster University, 2003
• Saeed Akbani, BSEE, Washington University, 1989; MSEE,
University of Michigan, 1994; MBA, Washington University,
2000
• Burcu P. Alakoc, assistant professor; BA, Bilkent University,
2004; MA, University of Kansas, 2007; PhD, University of
Colorado Boulder, 2014
• John J. Aleshunas, professor; BS, Carnegie Mellon
University, 1975; MS, Missouri University of Science and
Technology, 1994; PhD, University of Missouri-Saint Louis,
2013
• Virginia E. Altrogge, assistant professor; BS, Southeast
Missouri State University, 1970; MA, Southeast Missouri
State University, 1978; EdS, Southeast Missouri State
University, 1996; EdD, Saint Louis University, 1996
• Pesi J. Amaria, MS, University of Birmingham, 1968; PhD,
University of Birmingham, 1975
• Tonja K. Ancrum, BSOE, Wayland Baptist University, 2001;
• Kristina Anders, BA, Belmont University, 2000; MA, The
New School for Social Research, 2008; MSW, Washington
University, 2014
• Mark T. Anderson, BS, University of Illinois at Chicago,
1982; MPA, Jacksonville State University, 1994
• Sheila R. Anglin Jordan, BA, Webster University, 2009; MA,
• Janet V. Anthony, BA, Missouri Baptist University, 1982;
MA, University of Missouri-Saint Louis, 1995; EdS, Saint
Louis University, 2003
• Bruce E. Appel, AB, University of Michigan, 1966; MA,
University of Chicago, 1967; MA, University of MissouriKansas City, 1979; EdS, University of Missouri-Kansas City,
1991
• Adriana Arango-Arterburn, BBA, Assumption College,
Paris, 1993; MIM, University of St. Thomas, 2002
• Barbara J. Arnold, AB, William Jewell College, 1975;
MSEd, University of Central Missouri, 1984
• Jeanne M. Arnold, BS, Missouri Baptist University, 1995;
• Robert Arp, BA, The Catholic University of America, 1992;
MA, The Catholic University of America, 1993; PhD, Saint
• James T. Ashford, BS, Webster University, 2011; MS,
• Robin H. Assner-Alvey, associate professor; BFA,
University of Connecticut, 2000; MFA, Ohio State University,
2002
• Angela M. Astuto, BA, Maryville University of St. Louis,
1997; MAT, Webster University, 2003
• Jerene Au, associate professor; AB, Saint Louis University,
1969
• Aaron A. AuBuchon, associate professor, chairperson; BA,
• Mary E. Aubuchon, RN, BSN, Webster University, 1991;
MSN, Webster University, 1996
• Robert B. Ayllon, BA, William Jewell College, 1983; MM,
Southern Illinois University Edwardsville, 2007
• Carol L.K. Bader, BA, University of Missouri-Columbia,
• Mazen S. Badra, BA, Birzeit University, 1981; MBA,
Amberton University, 1985
• Barrett J. Baebler, associate professor; BSBA, University
of Missouri-Columbia, 1976; MA, Webster University, 1993;
DMgt, Webster University, 2006
• William E. Baker, BA, Regis University, 2008; MA, Regis
University, 2011
• Karen A. Balakas, BS, College of St. Teresa, 1969; MSN,
Marquette University, 1981; PhD, Saint Louis University,
1999
• Natalie D. Baldeon, MFA, Washington University, 2012
• Kathryn A. Ballou, BSN, University of Missouri-Kansas City,
1987; MSN, University of Missouri-Kansas City, 1992; PhD,
• Thomas N. Bandy, Jr., AB, San Diego State University,
1969; MA, San Diego State University, 1973
• Rhoda D. Banks, BA, Lindenwood University, 2000; MA,
Webster University, 2004; MHA, Webster University, 2008
63
Faculty
• John N. Kravic, BA, Youngstown State University, 1973;
MS, Eastern Kentucky University, 1980; PhD, University of
Kentucky, 1989
• William C. Kuchenbrod, BBA, McKendree University, 1987;
MS, Eastern Kentucky University, 1990
• James G. Mahanes, BS, University of Louisville, 1963;
MSSW, University of Louisville, 1967
• June A. McCann, BA, University of Kentucky, 1991; MHA,
University of Kentucky, 1993
• Ivan W. Meaux, BBA, McKendree University, 1981; MA,
Webster University, 1983; MBA, Webster University, 1991;
EdD, Spalding University, 1996
• Robert L. Metcalf, BSBA, University of Louisville, 1988;
• Rocco A. Pigneri, BS, Iowa State University, 1978; MBA,
Harvard University, 1981
• Marilyn R. Preston, BSC, Bellarmine University, 1986; MA,
Webster University, 1988; MBA, Bellarmine University, 1989
• Jeffrey A. Romer, BS, George Williams College, 1977;
MDiv, Lutheran School of Theology at Chicago, 1983; DMin,
Lutheran School of Theology at Chicago, 1990
• William J. Ryan, BS, SUNY at Brockport, 1979; MS, Ithaca
College, 1987; PhD, Nova Southeastern University, 2001
• Cynthia A. Shaw, BS, University of Kentucky, 1969; MBA,
University of Louisville, 1985
• Amanda E. Sokan, BS, University of Lagos, 1986; LLB,
Buckingham University, 1989; MHA, University of Kentucky,
2006
• Delbert G. Spear, Jr., BS, University of Louisville, 2007;
• Robert C. Staggs, BSBA, Southern Illinois University
Edwardsville, 1982; MBA, Maryville University of St. Louis,
1996
• Gary F. Steedly, BA, University of Louisville, 1965; MA,
University of Louisville, 1968; EdD, Indiana University
Bloomington, 1972
• Pamela D. Stevenson, BSB, Indiana University
Bloomington, 1981; JD, Indiana University Bloomington, 1984
• George A. Thompson, BSC, University of Louisville, 1976;
MBA, Bellarmine University, 1990
• Matthew D. Watkins, BA, University of Louisville, 1998;
LLM, DePaul University, 2003; JD, University of Louisville,
2002
• Michael B. Yarmouth, BS, University of Louisville, 1964;
MBA, Nova Southeastern University, 1985; MS, University of
Memphis, 1990
• K. Hope Zoeller, BA, Bellarmine University, 1993; MEd,
University of Louisville, 1998; EdD, Spalding University, 2005
•
Faculty
• Dorothy M. Barbeau, AB, Washington University, 1995;
MAEd, Washington University, 1998
• Terrance P. Barber, AB, University of Missouri-Columbia,
1974; MS, University of Missouri-Columbia, 1977
• David J. Barch, BS, Brigham Young University, 1994; MS,
• Robert D. Barclay, BA, Saint Leo University, 2009; MPM,
Washington University; MS, Missouri University of Science
and Technology
• Katherine S. Barnes, BSN, Saint Louis University, 1983;
MSN, Saint Louis University, 1985
• William J. Barrett, professor; BA, St. Meinrad College, 1974;
MA, New School University, 1991
• Glen Bauer, professor; BM, University of Missouri-Columbia,
1977; PhD, Washington University, 1986
• Lon O. Beach, BS, Defiance College, 1966; MBA, Saint
• John D. Becker, BA, California State University, St.
Stanislaus, 1978; MA, Boston University, 1983; MA, Emory
University, 1989; LLM, University of Denver, 2004; JD,
University of Denver, 2004; PhD, University of Denver, 2007;
• Robert A. Becker, AB, Gonzaga University, 1969; MA,
• Lloyd Beckles, BBA, University of Missouri-Kansas City,
1990; MA, University of Missouri-Kansas City, 1991; MBA,
• Mary G. Beckmann, BA, Western Illinois University, 1999;
MAT, Webster University, 2001; EdD, Walden University,
2008
• Dennis J. Beers, BS, University of Florida, 1978; MS,
University of Central Missouri, 1986; MBA, Strayer University,
2011
• Michaela R. Beezley, BA, Saint Louis University, 2006; MA,
Forest Institute of Professional Psychology, 2008; PsyD,
Forest Institute of Professional Psychology, 2011
• Joseph H. Bellefeuille, BS, Lowell Technical Institute, 1968;
MS, Northeastern University, 1970; EdD, Boston University,
2004
• Sebastian F. Bellomo, BSBA, Lindenwood University,
1986; MBA, Lindenwood University, 1988; DMgt, Webster
University, 1997
• George W. Belzer, BS, Pennsylvania State University, 1961;
MPA, Golden Gate University, 1974
• Kathleen M. Bennett, BSN, Webster University, 1999; MSN,
• Karyn D. Bentley, AB, Washington University, 1991;
MA, Southern Illinois University Edwardsville, 1995; PhD,
• Garrett R. Bergfeld, associate professor; BS, Southeast
Missouri State University, 1972; PhD, Saint Louis University,
1989
• Joan E. Bergstrom, BS, Lincoln University; MEd, University
of Missouri-Saint Louis, 1983; EdS, University of MissouriSaint Louis, 1994; EdD, University of Missouri-Saint Louis
• Mark Bernstein,
• Jennifer K. Berry, BS, Southern Illinois University
Edwardsville, 1995; MBA, Saint Louis University, 2004
• Jon E. Bettale, BSN, Saint Louis University; MBA,
Lindenwood University
• Paul A. Beutenmuller, AB, Cornell University, 1978; MA,
• Mary W. Bevel, associate professor; BA, Webster University,
1980; MAT, Webster University, 1982; MEd, University of
Missouri-Saint Louis, 1994; EdD, University of Missouri-Saint
Louis, 1997
• Nicolae L. Bica, BM, The Harid Conservatory, 1999; MM,
• Robert J. Bielecki, BA, Wilkes University, 1981; MBA,
64
• Tadd Biggs, BA, Missouri University of Science and
Technology, 1987; MA, University of Missouri-Columbia,
1993
• Marlene Birkman, professor; BS, Concordia University,
1966; MA, Purdue University, 1969; PhD, Purdue University,
1973
• Nancy R. Bishop, BA, Virginia Polytechnic Institute and
State University, 1977; MA, Webster University, 2000; DMgt,
• Jay A. Bitner, BSEd, Shippensburg University of
Pennsylvania, 1964; MA, Ball State University, 1969
• Christopher M. Black, BSN, Southern Illinois University
Edwardsville, 2008; MS, Webster University, 2008
• David A. Black, BM, Webster University, 1989
• John F. Blum, BBA, University of Notre Dame, 1966; MBA,
University of Notre Dame, 1973
• Carolyn A. Bogacz, BA, Truman State University, 1992; MS,
Iowa State University, 1994
• Victoria C. Bohrer, BS, Tarkio College, 1982; MBA, Webster
• Michael J. Boland, BS, Rockhurst University, 1980; MBA,
• Douglas M. Booker, BSEd, University of Central Missouri,
1978; MS, Troy University, 1986
• Diana M. Bourisaw, BS, Truman State University, 1977; MA,
Truman State University, 1978; PhD, Iowa State University,
1988
• Michael S. Bowersox, BS, University of Central Missouri,
1973; MS, University of Central Missouri, 1979; MS,
University of Central Missouri, 1980
• David L. Bowman, BS, University of Missouri-Columbia,
1966; MA, University of Missouri-Columbia, 1967
• Brenda K. Boyce, associate professor; BS, Quincy College,
1980; BS, Quincy College, 1980; MS, University of MissouriSaint Louis, 1989
• Kara N. Boyd, BS, Southern Illinois University Edwardsville,
1999; MA, Southern Illinois University Edwardsville, 2000;
• Michael B. Boyd, BA, Jacksonville University, 1971; MBA,
• Phillip C. Boyd, BA, Indiana University Bloomington, 1997;
JD, University of Illinois at Urbana-Champaign, 2001
• Alexandra C. Boyer, BS, Southern Illinois University
Edwardsville, 2004; MA, Webster University, 2009
• Gene D. Bradford, BM, Eastman School of Music, 1989;
EMBA, Washington University, 2008
• Donna O. Bradley, BA, Brown University, 1978; MS,
Columbia College, 2011; JD, Howard University, 1981
• Marilynne G. Bradley, BFA, Washington University, 1960;
MAT, Webster University, 1975; MFA, Syracuse University,
1982
• Gary D. Bradshaw, BS, Culver Stockton College,1984;
MBA, Appalachian State University, 1990
• Jeffrey Bramlett, BSBA, Oklahoma State University, 1981;
MS, Oklahoma State University, 1983
• James M. Brasfield, professor emeritus; BA, Cardinal
Glennon College, 1964; MA, Saint Louis University, 1967;
PhD, Case Western Reserve University, 1973
• Cheryl Breig-Allen, associate professor; BSEd, University of
Missouri-Saint Louis, 1971; MEd, University of Missouri-Saint
Louis, 1973; EdD, University of Missouri-Saint Louis, 2001
• David Brennan, professor; BE, Royal Military College, 1970;
MAS, University of Toronto, 1972; MBA, University of Ottawa,
1984; PhD, Saint Louis University, 1992
• Kathryn J. Brewer, BA, Park University, 2002; MA, Webster
University, 2005
• Brenda K. Britt, BA, St. Andrews Presbyterian College,
1970; MSBE, University of North Carolina, 1973; MBA,
Campbell University, 1992
• Jennifer L. Broeder, RN, associate professor, associate
dean; BS, Southern Illinois University Edwardsville, 1980;
Faculty
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• Susan M. Campbell, BA, Southeast Missouri State
University, 1984; MA, University of Missouri-Saint Louis,
1996
• Dwight D. Canning, BSBA, University of Missouri-Saint
Louis, 1982; MBA, Maryville University of St. Louis, 2002
• Judith M. Carlson, BSN, Mary Manse College, 1969; MSN,
• Christiane Carlsson, MA, Cologne University, 1992
• Barbara G. Carnes, BA, University of Missouri-Kansas City,
1970; MPA, University of Missouri-Kansas City, 1979; PhD,
Fielding Graduate University, 1993
• Debra Carpenter, professor; BS, University of Kansas, 1975;
MA, Saint Louis University, 1982
• Ronald W. Carr, Sr., BFA, Southeast Missouri State
University, 1972; MAT, Webster University, 1984
• Ryan T. Carroll, BA, Saint Louis University, 2005; MA,
• Jeffrey R. Carter, professor, chairperson; BA, Southwest
Baptist University, 1983; MA, University of Central Missouri,
1996; DMA, University of Kansas, 2000
• Albert E. Cawns, professor, chairperson; AB, Drury
University, 1958; BS, Missouri University of Science and
Technology, 1959; MEA, Washington University, 1965; MS,
Missouri University of Science and Technology, 1984
• Rosemary Cereghino, AB, Washington University,
1970; MAEd, Washington University, 1976; MM, Webster
University, 1995
• Christine A. Chadwick,
• Hasmik Chakaryan, assistant professor; MA, University of
Cincinnati, 2009; PhD, University of Toledo, 2013
• Darl H. Champion, BA, Indiana University of Pennsylvania,
1970; MCJ, University of South Carolina, 1978; EdD, North
Carolina State University, 1995
• Charlotte B. Chance, RN, BSN, University of Missouri-Saint
Louis, 2005; MS, Southern Illinois University Edwardsville,
2009; DNP, Southern Illinois University Edwardsville, 2014
• Kenneth E. Chapman, BS, University of Albuquerque, 1972;
MA, University of New Mexico, 1976; MBA, New Mexico
Highlands University, 1982
• John D. Chappell, professor; BS, Illinois State University,
1984; MA, Indiana University Bloomington, 1986; PhD,
Indiana University Bloomington, 1994
• Harry Charles, AB, Washington University, 1979; MBA,
Washington University, 1980; LLM, Washington University,
1991; JD, University of Illinois at Urbana-Champaign, 1983
• Gene T. Chavez, BSEd, Truman State University, 1966; BA,
Kansas City College and Bible School, 1967; BTh, Kansas
City College and Bible School, 1969; MAEd, Arizona State
University, 1976; EdD, Arizona State University, 1985
• Tyann D. Cherry, BA, Webster University, 2003; MA,
• Cheryl L. Childress, BFA, Webster University, 2007; MFA,
Upper Iowa University, 2012
• Leann Chilton, BA, Northeastern Illinois University, 1981
• Mary M. Chittooran, AB, Georgetown University, 1976; MA,
The Catholic University of America, 1978; PhD, Mississippi
• John P. Chladek, BSBA, University of Nebraska-Lincoln,
2002; MBA, Rockhurst University, 2006
• Lawrence J. Chorosevic, BS, Southeast Missouri State
• Jessica L. Chou, BS, Southern Illinois University
Edwardsville, 2007; MA, Roosevelt University, 2010; PhD,
• Susan E.K. Chrisman, BSN, Saint Louis University, 1980;
MSN, Saint Louis University, 1984; PhD, University of
Kansas, 1995
• Salvatore W. Cira, BUA, Saint Louis University, 1983; MA,
• Phoebe A. Cirio, AB, Washington University, 1979; MSW,
65
Faculty
•
MSN, Saint Louis University, 1985; PhD, Saint Louis
University, 2003
Paul B. Broner, BA, Chaminade University of Honolulu,
2004; MS, Chaminade University of Honolulu, 2011
Carolyn I. Brown, BGS, University of Missouri-Saint Louis,
1993; MA, University of Missouri-Saint Louis, 1995; PhD,
University of Missouri-Saint Louis, 2012
Earl O. Brown, BS, Missouri University of Science and
Technology, 1990; MA, University of Missouri-Columbia,
1992
Jessica Z. Brown-Billhyner, BA, Northeastern University,
Anne Browning, BA, Saint Louis University, 2001; MA,
University of York
Victoria L. Brown-Kennerly, assistant professor; BS,
University of Michigan, 1993; PhD, Emory University, 2001
David J. Broyhill, BS, University of Tampa, 1991; MA,
Joseph Brum, Jr., BA, Methodist University, 1978; MBA,
Campbell University, 1980; EdD, Nova Southeastern
University, 1984
Pamela L. Bryan Williams, BS, McKendree University,
1994; MSEd, Southern Illinois University Carbondale, 1999
Paula P. Bryant, BSA, University of Missouri-Saint Louis,
John H. Buck, Jr., BA, Colorado State University, 1991; MA,
Mary E. Bufe, BA, Quincy University, 1983; AM, Washington
University, 1985
Erica L. Bumpers, BS, Harris-Stowe State University,
1997; MA, University of Missouri-Kansas City, 2000; EdS,
University of Missouri-Kansas City, 2001; PhD, Illinois State
University, 2006
Robin K. Bunch, BA, University of Rhode Island, 1995; JD,
Oklahoma City University, 1998
Bobby J. Burcham, BS, University of North Alabama, 1973;
MA, University of North Alabama, 1975; MHRD, Friends
University, 2005
Joshua M. Burel, BM, Western Michigan University, 2008;
MM, Western Michigan University, 2011; DM, Florida State
University, 2014
Mary E. Burke, BA, Webster University, 1999; MA, Webster
University, 2007
Michael J. Burns, BSN, McNeese State University, 1996;
MS, University of Kansas, 2000
Catherine M. Button, BA, Saint Louis University, 1986;
MBA, Saint Louis University, 1989; MS, Webster University,
2015
Joyce A. Buxton, AB, Johnson C. Smith University, 1975;
MPH, University of South Carolina, 1977; DPH, University of
South Carolina, 1985
Thomas J. Byrne, BM, Webster University, 1994; MM,
Charles R. Caciano, BBA, McKendree University, 1982;
David S. Cady, BS, Plymouth State College 1980; MAEd,
H. Wayne Cain, BS, Troy University, 1992; MS, Hawaii
Pacific University, 1996
Brent A. Calderwood, BHS, Governors State University,
1981; MS, National-Louis University, 1984; MA, U.S. Naval
War College, 2002
Donna M. Campbell, professor; BA, University of Toronto,
1968; MA, University of Toronto, 1969; PhD, Carleton
University, 1976
Joseph A. Campbell, BS, Western Illinois University, 2001;
MSEd, Western Illinois University, 2007; PhD, Southern
Illinois University Carbondale, 2014
Sandra J. Campbell, BA, Avila University, 1989; MS, Baker
University, 1992
Faculty
• Perry T. Citrowske, BA, Saint Louis University, 1995; MA,
• Anthony S. Clark, BSBA, University of Missouri-Columbia,
1994; MA, University of Missouri-Columbia, 1996; PhD,
• Kenneth E. Clark, BSBA, Southeast Missouri State
University, 1972; BS, Southeast Missouri State University,
1972; MBA, Washington University, 1990; LLM, Washington
University, 1999; JD, University of Missouri-Kansas City,
1975
• John C. Clements, BA, Saint Louis University, 1984; MA,
• David W. Clewell, professor; BA, University of Wisconsin,
1977; MFA, Washington University, 1982
• Morgan L. Clough, BS, Barton College, 1991; MAT,
Webster University, 2004; EdS, Webster University, 2006;
EdD, Maryville University of St. Louis, 2015
• Cynthia M. Cluff, BA, Missouri State University, 1979; MA,
University of Houston - Downtown, 1976
• Suzanne G. Coffey, BS, University of Missouri-Saint Louis,
1989; MA, Lindenwood University, 2006
• Sonia S. Coleman, BA, Culver-Stockton College, 1998;
MFA, Lindenwood University, 2010
• Carla R. Colletti, associate professor; BM, Millikin University,
1999; MA, Western Illinois University, 2001; PhD, University
of Iowa, 2008
• Cassandra L. Collins,
• Karen S. Collins, BA, St. Mary's Dominican College, 1976;
MAEd, University of New Orleans, 1982; MAEd, University of
New Orleans, 1988; EdD, University of Southern Mississippi,
2008
• Thomas C. Collins, Jr., BS, Towson University, 1970; MBA,
Morgan State University, 1972
• Don Conway-Long, professor; BA, University of
Pennsylvania, 1974; AM, Washington University, 1976;
MA, Southern Illinois University Edwardsville, 1989; AM,
Washington University, 1991; PhD, Washington University,
2000;
• David L. Cook, AB, Wheaton College, 1976; MA, Wheaton
College, 1978; EdD, Nova Southeastern University, 1993
• Gary L. Cook, BS, Missouri State University, 1980; MA,
Webster University, 1992; PhD, Virginia Commonwealth
University, 1999
• Kimra L. Coons, BS, Columbia College, 1982; MBA, Lincoln
University, 1986
• Samuel T. Cooper, BSBA, University of South Carolina,
1985; MA, University of South Carolina, 1987; PhD,
• Vicki C. Coopmans, RN, associate professor; PhD, Virginia
Commonwealth University, 2005
• Nancy W. Cope, BFA, Stephens College, 1974; MA,
• Kathy B. Corley, professor; BA, Webster University, 1974;
MA, Washington University, 1976
• Rebecca W. Cornatzer, BS, Southern Illinois University
Edwardsville; MEd, University of Missouri-Saint Louis
• Thomas G. Cornell, associate professor, chairperson; BS,
Northern Michigan University, 1976; MEd, Michigan State
University, 1978
• Thomas G. Cornwell, BA, Saint Louis College of Pharmacy,
1978; MBA, Southern Illinois University Edwardsville, 1983
• William G. Cornwell, BSBA, Saint Louis University, 1982;
• Don H. Corrigan, professor; BA, Knox College, 1973; MA,
• Graciela Corvalán, professor emeritus; Licentiate in
Philosophy, National University of Cuyo, Argentina, 1966;
MA, Washington University, 1971; PhD, Washington
University, 1975
66
• Michael E. Cottam, BA, Arizona State University, 1996;
MA, Arizona State University, 1999; PhD, Arizona State
University, 2010
• John S. Cournoyer, BFA, California College of Arts and
Crafts, 1979
• John J. Cousins, BA, Boston University, 1979; MBA,
University of Pennsylvania, 1990
• Adrian Cox, BFA, University of Georgia, 2010; MFA,
• Mary K. Cox, associate professor; BA, Lindenwood
University, 1975; MS, Iowa State University, 1983
• Peter K. Cramer, MA, Indiana University Bloomington, 1992;
LLM, Indiana University Bloomington, 2006; PhD, Indiana
• Janet M. Crews, BS, Southeast Missouri State University,
1990; MAT, Webster University, 1995; EdS, Webster
University, 2013
• Darrell E. Crick, BS, Drury University, 1982; MS, University
of Central Missouri, 1985
• Nancy J. Crigger, BSN, University of Kansas, 1979; MS,
Texas Woman’s University, 1980; MA, University of Florida,
1994; PhD, University of Florida, 1992
• Scott D. Crooks, BS, Central Michigan University, 2004;
SSP, Western Illinois University, 2010
• James L. Cropper, BS, Lake Superior State University,
1993; MBA, University of Colorado, 2001; MMOA, Air
University, 2008
• Fanon C. Cross, BSBA, Rockhurst University, 1993; MBA,
• Simone Cummings, associate professor, associate dean;
BSBA, Washington University, 1988; MHA, Washington
University, 1991; PhD, University of North Carolina at Chapel
Hill, 1999
• Nicholas C. Curdt, BSN, University of Missouri-Columbia,
• Robert B. Curry, BS, Kansas State University, 1981; BSBA,
Kansas State University, 1984; MBA, University of MissouriKansas City, 1990
• Joseph R. Curtis, BSBA, University of Missouri-Saint Louis,
1978; MBA, University of Missouri-Saint Louis, 1984
• Cynthia A. Cusick, BS, Missouri State University, 1984; MA,
• William S. Dahlberg, BBA, Fontbonne University, 2005;
EMIB, Saint Louis University, 2007
• Thomas M. Daly, BFA, Webster University, 1989; MFA,
• Thao Dang-Williams, dean, extended education; BA,
Monmouth College, 1993; MA, Saint Louis University, 1995;
EdD, Saint Louis University, 2006
• Charlotte M. Daniel, BS, University of Missouri-Columbia,
1987; MA, Southeast Missouri State University, 1997; EdD,
• Kristy L. Daniels-Jackson, BA, Fontbonne University, 1997;
MAT, Webster University, 2007; EdS, Webster University,
2009
• Robert F. Danner, BS, The University of Tennesse, 1982;
MS, Murray State University, 1992
• Patrice M. Daquin, BS, Missouri University of Science and
Technology, 2003; MBA, Webster University, 2008
• David L. Dau, BS, Washington University, 1959; MA,
• Mary E. Davidson, BA, Saint Louis University, 1975; JD,
• C. Wayne Davis, BA, Webster University, 1993; JD, Saint
• John A. Davis, BSBA, University of South Carolina, 1971;
• Paul G. Davis, associate professor; BA, Rocky Mountain
College; MEd, Towson University; DMA, University of Texas
at Austin, 2006
Faculty
• Krista S. Durlas, BS, University of Central Missouri, 1997;
MS, Illinois Institute of Technology, 2002
• Bobby J. Edwards, BS, Southwest Missouri State
University, 1969; MBA, Drury University, 1979
• Jimmie M. Edwards, BA, Saint Louis University, 1978; JD,
• Doyle R. Edwards II, BMEd, University of Central Missouri,
• Richard H.K. Ehui, MA, Illinois State University, 2000; MA,
Illinois State University, 2003; MA, University of MissouriSaint Louis, 2008; PhD, University of Missouri-Saint Louis,
2013
• Bhaa Elashkar, BS, University of Saint Mary, 2003; MA,
Baker University, 2005
• Sam Elashkar, MA, University of Missouri-Kansas City,
1979; PhD, University of Missouri-Kansas City, 1984; DC,
Cleveland Chiropractic College, 2000
• Kristian S. Ellingsen, BS, University of Maine 1991; MA,
• Doris S. Elliott, BA, Lincoln University, 1995; MEd, Lincoln
University, 1998
• Rebecca T. Elliott, BSEd, Arkansas State University, 1974;
MSEd, Arkansas State University, 1977; EdD, University of
Memphis, 1998
• William R. Elliott, BSEd, Southeast Missouri State
• Rebecca A. Ellis, BS, University of Evansville, 1997; MSEd,
• Mitchell B. Ellison, BSBA, Southeast Missouri State
University, 1980; MBA, Southeast Missouri State University,
• Karen C. Elsom, BS, University of North Carolina at Chapel
Hill, 1976; MBA, University of North Carolina at Chapel Hill,
1978
• Stacey L. Elster, BA, Webster University, 2008; MAT,
• Erin Elstner, BM, New School University, 1999
• Renee A. English, BS, St. Cloud State University, 1977; MA,
Webster University, 1988; MBA, Rockhurst University, 1991 ;
JD, University of Kansas, 1995
• Amy G. Enkelmann-Reed, BFA, University of Oregon, 1987;
MFA, University of Iowa, 1996
• Michael R. Erbschloe, BA, Webster University, 1976; MA,
Kent State University, 1978
• Shara A. Erdel, BS, University of Missouri-Columbia, 1973;
MEd, University of Missouri-Columbia, 1977
• Frances B. Erwin, BSEd, University of Missouri-Saint Louis,
• Wylie B. Estes, BS, University of Maryland, College Park,
1984; MS, University of Tennessee, 1996
• Joao C. Esteves, Jr., MIB, Saint louis University, 2013
• David A. Euler, BS, Northrop University, 1978; MBA,
Rensselaer Polytechnic Institute, 1982
• James W. Evans, professor emeritus; BA, College of
Wooster, 1966; PhD, Yale University, 1970
• Kathryn D. Ewing, BA, Webster University, 2002; MA,
• Gloria J. Fairchild, BA, University of St. Mary, 1969; MAT,
• Jameca S. Falconer, BA, Tougaloo College, 1996; MA,
University of Missouri-Columbia, 1998; PhD, University of
Missouri-Saint Louis, 2002
• Antoinette J. Falker, RN, BSN, Saint Louis University,
1990; MSN, Saint Louis University, 1996; DNP, University of
Kansas, 2013
• James J. Fasetti, BS, Elmhurst College, 1988; MBA, Aurora
University, 1993
• Mary E. Faucheux, RN, BSN, Webster University, 2005;
• Baichun Feng, associate professor; BS, Tsinghua
University, 2000; MS, Tsinghua University, 2003; MS,
67
Faculty
• Samantha L. Davis, BS, Webster University, 2011; MBA,
• Michael T. Dawson, BS, University of Toledo, 2000; MEd,
• Yara S. DeAndrade, BBA, Centro Universitario das
Faculdades Metropolitanas Unidas, 1980; MA, Webster
• Amber K. Del Gaiso, BA, University of Missouri-Columbia,
2003; MS, Florida State University, 2007; EdS, Florida State
University, 2007
• Paul DeMarinis, professor; BM, Webster University, 1982;
MM, Webster University, 1987
• Tony W. Denkins, BS, Embry-Riddle Aeronautical
University, 1989; MS, Florida Institute of Technology, 2001;
• Suneetha S. DeSilva, BA, Trinity College, 1968; BS,
University of Colombo, 1971; MAT, Webster University, 1989;
PhD, Southern Illinois University Carbondale, 2001
• Alicia Diaz, BS, University of South Florida, 1991; MA,
Lindenwood University, 1999
• Albert DiCanzio, BS, Georgetown University, 1965; MS,
West Coast University, 1976; MBA, West Coast University,
1978; PhD, Walden University, 2008
• Brian D. Dieckmann, BSBA, University of Missouri-Saint
Louis, 2002; MA, Webster University, 2008
• Lori H. Diefenbacher, BA, Evergreen State College, 1976;
2009
• Kristen H. DiFate, associate professor; BFA, Washington
University, 2003
• Todd J. Dill, BSB, University of Missouri-Saint Louis, 1995;
• David L. Dilthey, BS, University of Missouri-Saint Louis,
1975; MBA, University of Missouri-Saint Louis, 1981
• Larry J. Dinges, BA, Fort Hays State University, 1979; MS,
Fort Hays State University, 1980
• Richard J. Dippel, associate professor; BSBA, Saint Louis
University, 1976; MBA, Saint Louis University, 1979; JD,
• David J. Dixon, BA, University of Missouri-Saint Louis, 1971;
MS, Purdue University, 1972; PhD, Purdue University, 1977
• Robert T. Dixon, Jr., BA, Michigan State University, 1969;
MA, Michigan State University, 1970
• L. William Dorr, Jr., BSC, Saint Louis University, 1973;
MBA, Washington University, 1984
• Stacy L. Dover, MS, Fontbonne University, 2015
• Mary Ann Drake, RN, professor, chairperson (summer); BA,
Maryville University of St. Louis, 1975; BSN, Corpus Christi
State University, 1981; MSN, Saint Louis University, 1983;
PhD, Saint Louis University, 1995
• Geri Dreiling, BA, Wichita State University, 1989; JD,
• Sarah E. Dubberke, BSBA, University of Missouri-Columbia,
1986; MBA, Saint Louis University, 1993
• Brian L. Duhart, BS, University of Phoenix, 2003; MBA,
Webster University, 2004; PhD, Regent University, 2011
• Carol D.G. Duncan, BFA, Washington University; AM,
1993
• David M. Duncan, BA, Baylor University, 1975; MA, Texas
Woman's University,1984
• Keith T. Duncan, BA, Missouri University of Science and
Technology, 1978; MA, U.S. Naval War College, 1996; MS,
• David F. Dunlap, BS, Appalachian State University, 1969;
MA, Appalachian State University, 1976; EdD, University of
Alabama, 1980
• Alvin Dunn, BSBA, Rockhurst University, 1976; MMIS,
Friends University, 2002
• Peter J. Dunne, AB, Saint Louis University, 1978; JD,
Faculty
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University of Minnesota-Twin Cities, 2005; PhD, The
Pennsylvania State University, 2009
Jeffrey M. Ferezan, BSBA, Youngstown State University,
1978; MBA, Franklin University, 1999; PhD, Union Institute &
University, 2010
Bruce C. Fernandez, BS, Washington University, 1981;
Jane F. Ferry, BA, Fontbonne University, 1984; MA, Webster
University, 1991; PhD, Saint Louis University, 2001
Debra K. Finkel, BJ, University of Missouri-Columbia, 1973;
Charles J. Fishman, BS, Purdue University, 1974; MS,
University of California, Berkeley, 1975; MBA, University of
Chicago, 1982
Julie A. Fix, BA, Saint Louis University, 1981; JD, Saint
Eric P. Flack, BA, University of Kansas, 1995; BSEd,
University of Kansas, 1995; MSEd, University of Kansas,
1998; EdD, Saint Louis University, 2001
Hillary Flanders, BS, Millsaps College, 1970; MA, Adelphi
University, 1972
Steven J. Flier, BS, University of Texas at Austin, 1988; MS,
Air Force Institute of Technology, 1995
Rebekah L. Flynn, BSEd, Missouri Baptist University, 1994;
BSN, Goldfarb School of Nursing at Barnes-Jewish College,
2009
Tate Foley, assistant professor; BA, Lycoming College,
2007; MFA, University of Georgia, 2010
Mary C. Fontana, BA, Saint Louis University, 1976; MBA,
Saint Louis University, 1982; JD, Saint Louis University, 1988
Gary E. Ford, associate professor, chairperson; BJ,
University of Missouri-Columbia, 1974; MA, Webster
University, 1988
Cynthia E. Forman, BA, Clark University, 1962; MAEd, Clark
University, 1965; MBA, University of Denver, 1980
Regina D. Fowler, BS, Washington University, 1984; MBA,
Timothy J. Fox, BA, University of Missouri-Columbia, 1988;
MA, University of Missouri-Columbia, 1991
Joseph G. Frank, BA, University of Missouri at Saint Louis,
2001; AM, Washington University, 2005; PhD, Washington
University, 2009
Rick A. Franklin, BS, Missouri State University, 1989; MBA,
Charles C. Franquet, BBA, Campbell University, 1999;
MBA, Webster University, 2001; PhD, Trident University
International, 2008
Jason R. Frantz, BSN, University of Missouri-Saint Louis,
Allen W. Frazier, BBA, Harding University, 1983; MBA,
University of Wisconsin-Whitewater, 2000; PhD, Capella
University, 2006
Nicole A. Freber, BM, University of Miami
Phyllis M. Fredericksen, BA, Mundelein College, 1968;
MEd, University of Missouri-Saint Louis, 1983; MEd,
University of Missouri-Saint Louis, 1992; EdS, Saint Louis
University, 1994; EdD, Saint Louis University, 1996
Alan O. Freeman, BS, Missouri State University, 1982; MBA,
Ronald R. Frigualt, BS, Michigan State University, 1976;
MEd, University of Missouri-Columbia, 1977; PhD, University
of Texas at Austin, 1989
Cameron J. Fuller, BA, San Francisco State University,
2005; MFA, Washington University, 2007
Ellen E. Furnari, BA, Bennington College, 1977; MSW,
Adelphi University, 1983
Brenda S. Fyfe, dean; BS, Quincy University, 1971; MEd,
University of Illinois at Urbana-Champaign, 1972; EdD,
John S. Gaal, BT, Washington University, 1991; MA,
Webster University, 1992; MBA, Webster University, 1993;
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MIB, Saint Louis University, 1996; EdD, Argosy University,
2007
Tandy Gabbert, BSN, Webster University, 1997; MSN,
Kenneth E. Gabel, BS, Southeast Missouri State University,
Ronald R. Gaddis, associate professor; BS, Western
Michigan University, 1972; MS, University of Kansas, 1981;
PhD, University of Kansas, 1982
Bindu K. Gangadharan, MA, Madras University, 1982; MA,
Madras University, 1985; MA, Miami University, 1992
Rhonda R. Garrett, BA, Saint Louis University, 2002; MEM,
Michele A. Gatzert, BSN, Webster University, 2007; MSN,
Joe C. Gfaller, BA, Harvard University, 2001
Kevin Gianino,
Belva L. Giesing, BS, William Jewell College, 1975; MSN,
Lorraine H. Gilbertson, BA, University of Minnesota-Twin
Cities, 1963; MBA, Avila University, 1983
Zach D. Gildehaus, BS, Webster University, 2009; MBA,
Bruce G. Gillies, BS, Excelsior College, 1992; MA,
United States International University, 1996; MS, United
States International University, 2000; PsyD, United States
Kevin W. Gitonga, BA, United States International
University, 2003; MEd, University of Illinois at UrbanaChampaign, 2007; PhD, University of Illinois at UrbanaChampaign, 2014
Stephen K. Gitonga, MC, Idaho State University, 2002;
PhD, Idaho State University, 2006
James M. Glynn, BA, Loyola University of Chicago, 1979
; MA, The Catholic University of America, 1981; JD, Tulane
University, 1990
Eric A. Goedereis, associate professor; BS, Western Illinois
University, 2003; MS, Western Illinois University, 2005; PhD,
West Virginia University, 2009
Susan C. Golabek, BA, University of South Florida, 1984;
MA, Webster University, 1996; EdD, George Washington
University, 2001
Richard C. Goldberg, BA, University of Wisconsin-Superior,
1968; MSW, Washington University, 1970; MBA, Lindenwood
University, 1984
Phillip Gonsher, BA, Ottawa University, 1986; MLA,
Baker University, 2000; MA, Webster University, 2003; MA,
Andrew J. Gonzalez, BS, Saint Louis University, 1983;
Gregory D. Gotches, BS, University of Illinois at Chicago,
1974; AM, University of Illinois at Chicago, 1976; MS,
Benedictine University, 1993
Larry M. Granda, associate professor; BA, Webster
University, 2001; BS, Webster University, 2001; MA, Saint
Louis University, 2004; PhD, Saint Louis University, 2007
Robert D. Gray, BS, Saint Louis University, 1955; MA,
University of Central Missouri, 1969; EdS, University of
Central Missouri, 1973; EdD, Nova Southeastern University,
1977
Amy M. Gray Graves, BS, University of Central Oklahoma,
1999; MEd, University of Central Oklahoma, 2001; PhD,
University of North Texas, 2009
Larry D. Gray III, BA, Olivet College, 1997; MA, Western
Michigan University, 2002; PhD, Western Michigan
University, 2012
Rita W. Green, BSBA, University of Tennessee at Martin,
1992; MBA, University of Memphis, 1997
Theodore D. Green, professor; BA, Beloit College,
1982; MA, Saint Louis University, 1986; PhD, Saint Louis
University, 2000
Faculty
• Bridgett R. Harris, BS, Fontbonne University, 1986; MBA,
Fontbonne University, 1988; MA, Saint Louis University,
2012; MS, Saint Louis University, 2012
• Derrick L. Harris, BS, Southwest Baptist University, 1992;
MS, Fontbonne University, 1999
• Donald R. Harris II, BSBA, University of Louisville, 1989;
MBA, University of Louisville, 1997
• Erik W. Harris, BM, The Juilliard School, 1986; MM, The
Juilliard School, 1987
• Phyllis A. Harris, BA, Wilberforce University, 1984; MA,
• Sarah M. Harris, BA, Cleveland State University, 1977;
MPA, Cleveland State University, 1981; PhD, Cornell
University, 1994
• David J. Harrison, BA, University of Nevada, Reno, 1992;
MA, Holy Apostles College and Seminary, 2009
• Christine F. Hart, professor; BA, Saint Louis University,
1979; MEd, University of Missouri, 1983; JD, Saint Louis
University, 1992
• Martha Hart, associate professor; BA, Olivet College, 1978;
MM, Michigan State University, 1983
• Terrie D. Hart, BS, Illinois State University, 1981; MBA,
• Staci A. Harvatin, BA, Webster University, 2009; MA,
• Edward J. Harvey III, AB, University of Missouri-Columbia,
1969; AM, University of Missouri-Columbia, 1977; MBA,
• Martin L. Hassel, AB, William Jewell College, 1978; AM,
• Glen R. Hastings II, BS, University of Oklahoma, 1967;
MBA, Chapman University, 1975; MHA, University of
Minnesota-Twin Cities, 1977
• Ann Haubrich, BA, Benedictine University
• Curt J. Haydt, BA, Seattle Pacific University, 1986; MBA,
• Susan A. Heady, RN, professor; BSN, Maryville University
of St. Louis, 1979; MSN, Saint Louis University, 1982; PhD,
• Donald T. Heckel, BS, University of California at Los
Angeles, 1963; MBA, Pepperdine University, 1986
• Robin L. Heimos, BA, Fontbonne University, 1978; MA,
Fontbonne University, 2001
• Bret L. Heinrich, BA,, Eureka College, 1989; MFA, Western
Illinois University, 1991
• Daniel C. Hellinger, professor; AB, Rutgers, The State
University of New Jersey, 1970; PhD, Rutgers, The State
University of New Jersey, 1976
• Shaun O. Henderson, BA, DeVry University, 2000; MBA,
Keller Graduate School of Management, 2008
• Stacy L. Henning, associate professor; BA, University of
Missouri-Saint Louis, 1985; MEd, University of Missouri-Saint
Louis, 1998; PhD, University of Missouri-Saint Louis, 2007
• Samara A. Henry, BS, Saint Louis University, 1993; MBA,
• Sara K. Herbert, BSN, Maryville University of St. Louis,
2009; MSN, Maryville University of St. Louis, 2013
• Charles F. Herrick, BA, Webster University, 2008; MA,
• Kimberly S Hessler, BS, Fontbonne University, 1998; MS,
• Barbara G. Hethcote, BSEd, University of Tulsa, 1972;
MBA, Maryville University of St. Louis, 1990
• Craig K. Higgins, BJ, University of Missouri-Columbia, 1988;
MBA, Drake University, 1991; JD, Drake University, 1991
• Robin Higgins, associate professor, chairperson; AB,
University of Missouri-Columbia, 1987; AB, University
of Missouri-Columbia, 1992; MA, University of MissouriColumbia, 1997; JD, Saint Louis University, 2000
• Allyson M. Hile, BA, Truman State University, 1999; MSEd,
69
Faculty
• Barry A. Greenberg, BS, University of Illinois at UrbanaChampaign, 1969; MBA, Southern Illinois University
Carbondale, 1988
• Ryan E. Gregg, assistant professor; BA, Truman State
University, 1999; MA, Virginia Commonwealth University,
2003; PhD, Johns Hopkins University, 2008
• Gloria Grenwald, professor; BA, Taylor University, 1976;
MS, University of Kentucky, 1978; PhD, Saint Louis
University, 1988
• William C. Grier, Jr., BS, United States Military Academy,
1977; MA, University of Oklahoma, 1981; MS, Kansas State
University, 1995
• Julia Griffey, associate professor; BS, University of
California, Berkeley, 1994; MA, Cornell University, 1998;
MFA, Massachusetts College of Art, 2005
• Susan M. Grigsby, AB, Bard College, 1982; MBA, Webster
• James T. Grimes, BS, University of Missouri-Saint Louis,
1985; MBA, Fontbonne University, 1998
• Kimberly S. Groneck, BS, University of Central Missouri,
• Jeffrey L. Groves, BES, University of Missouri-Columbia,
1988; JD, University of Missouri-Columbia, 1991
• Lloyd B. Gubin, AB, University of Missouri-Columbia, 1974;
MHA, Saint Louis University, 1976; JD, St. Mary’s University
of Minnesota, 1980
• Evelyn Gullett, BA, Hawaii Pacific University, 1995; MBA,
Hawaii Pacific University, 1998; MA, Fielding Graduate
University, 2002
• Jason O. Gurtovoy, BA, University of San Francisco, 2009;
MA, University of San Francisco, 2009
• Tiffany A. Guthrie, BA, Cornerstone University, 1990; MA,
• David Gutting, AB, Washington University, 1971; MA,
• Gary A. Hacker, BS, Missouri State University, 1979; MPA,
Shippensburg University of Pennsylvania, 1998
• Susan H. Hagen, BS, Washington University, 1975
• James W. Haischer, BA, Michigan State University, 1977;
MBA, University of South Florida, 1985
• Raymond T. Halagera, BS, Purdue University; MA,
University of Chicago
• Jeffrey T. Haldeman, professor; BA, Elizabethtown College,
1968; MS, George Williams College, 1976; PhD, Case
Western Reserve University, 1983
• William F. Hall, BA, Tennessee State University, 1972;
MSW, Washington University, 1975; MA, Washington
University, 1976
• Teresa H. Halloran, BS, Saint Louis University, 1977; MS,
Saint Louis University, 1989; PhD, University of MissouriSaint Louis, 2001
• Jason B. Ham, BS, Park University, 2012; MA, Webster
University, 2013
• Timothy D. Hamilton, BA, Washburn University, 1984; MA,
University of Kansas, 1989; JD, University of Kansas, 1989
• Glenn A. Hancock, Jr., BS, University of Missouri-Saint
Louis; MEd, University of Missouri-Columbia, 2010
• Beth A. Hankamer, BS, Maryville University of St. Louis,
2002; BSN, Webster University, 2006; MSN, Webster
University, 2010
• Craig L. Hannick, BS, Maryville University of St. Louis,
• Paula J. Hanssen, associate professor; BA, Texas Tech
University, 1983; MA, Texas Tech University, 1986; PhD,
University of Illinois at Urbana-Champaign, 1993
• Lawrence W. Hardwick, BA, University of MissouriColumbia, 2006; JD, University of Missouri-Columbia, 2011
• Kimberly A. Harrick, BS, Southern Illinois University
Edwardsville, 1991; MAT, Webster University, 1995; EdS,
Faculty
• Michael B. Hill, BSBA, Saint Louis University, 2004; MS,
• Stuart Chapman Hill, assistant professor; BA, Vanderbilt
University, 2008; Med, Vanderbilt University, 2009
• Mark B. Hillis, AB, Stanford University, 1969; JD, University
of Michigan, 1972
• Kevin S. Hillman, BA, Centre College, 1997; JD, University
of Cincinnati, 2000
• Gail L. Hinshaw, BS, Fort Hayes State University, 1972; MS,
Fort Hayes State University, 1974
• Steven Y. Hinson, professor; BA, Berea College, 1987;
MA, University of Kentucky, 1989; MBA, Webster University,
1997; PhD, University of Kentucky, 1993
• Randolph A. Hodge, BMEd, University of Missouri-Kansas
City, 1982; MM, Webster University, 1989
• Carol P. Hodson, professor; BFA, The School of Visual Arts,
1982; MFA, Temple University, 1988
• Philip S. Holley, AB, Washington University, 1973; EdD,
• Kenneth M. Holmes, BA, Southern Illinois University
Edwardsville, 1968; MSEd, Southern Illinois University
Edwardsville, 1979; DA, Illinois State University, 1989
• Rodney H. Holmes, BA, Saint Louis University, 1994; JD,
• Suzanne M. Holroyd, BA, University of Missouri-Columbia;
MA, George Washington University; MA, University of
Southern California; PhD, University of Southern California
• Reginald W. Holt, BS, East Tennessee State University,
1993; MA, East Tennessee State University, 1997; PhD,
• Fred W. Holtz, BA, University of Missouri-Kansas City,
1974; BSBA, Rockhurst University, 1981; MA, Webster
University, 1987; MA, Webster University, 1996; MBA,
• Shoula R. Horing, BA, Tel Aviv University, 1983; MBA,
University of Missouri-Kansas City, 1986; JD, University of
Missouri-Kansas City, 1993
• Terry C. House, BS, Campbell University, 2002; MS, Nova
Southeastern University, 2003; PhD, Nova Southeastern
University, 2009
• Sally J. Howald, associate professor; BS, Washington
• Pareppia Howard-Willms, BS, Illinois State University,
1977; MSEd, Southern Illinois University Edwardsville, 1980
• Kathryn J. Howell, BA, Southern Illinois University
• Barbara Hufker, BA, University of Missouri-Columbia, 1977;
MA, University of Missouri-Columbia, 1987
• Jeffrey A. Hughes, professor; BA, Indiana State University,
1982; MA, University of Iowa, 1984; PhD, University of Iowa,
1988
• Michael R. Hulsizer, professor; BA, SUNY at Buffalo, 1991;
MA, Kent State University, 1994; PhD, Kent State University,
1997
• Niares A. Hunn, BA, Saint Louis University, 1994; MEd,
American InterContinental University, 2004; PhD, Walden
University, 2015
• Donald D. Hunt, BS, Indiana Wesleyan University, 1992;
MS, Troy University, 2002
• John W. Hunt, BS, Southern Illinois University Carbondale,
1971; MS, Southern Illinois University Carbondale, 1973;
PhD, Southern Illinois University Carbondale, 1977
• Susan E. Hunt-Bradford, BS, Southern Illinois University
• Steven E. Huntley, BA, University of South Florida,
1973; MEd, University of Florida, 1976; EdS, University of
Florida, 1976; MBA, University of North Florida, 1988; PhD,
• Judy A. Hyatt, BS, Missouri Valley College, 1978; MEd,
70
• James G. Ibe, BS, Northern Michigan University, 1985;
MA, University of Texas at Dallas, 1986; MBA, Amberton
University, 1989; MS, Amberton University, 2006; PhD,
University of Texas at Dallas, 1989
• Lindsey M. Illinger, BSN, Maryville University of St. Louis,
2008; MSN, Webster University,, 2013
• Nicholas E. Ippolito, BS, Saint Louis University, 1968; MBA,
• Debra O. Jackson, BSN, Missouri State University, 1981;
JD, University of Missouri-Kansas City, 1989
• Donna M. Jaeger, BA, Webster University, 1982; MEd,
University of Missouri-Saint Louis, 1993; PhD, Saint Louis
University, 2004
• Mark W. Jaeggi, BA, University of Dubuque, 1981; MS,
• Jacquelyn L. James, BA, Saint Leo University, 1997; MBA,
Keller Graduate School of Management, 2010; MAFM, Keller
• James W. Jeffries, AB, Drury University, 1968; BS, Drury
University, 1980; MPA, University of Missouri-Columbia,
1990
• James M. Jenkins, BGS, University of Nebraska, 1981; MA,
Webster University, 1985; MSS, Air University, 2003
• Katherine S. Jenkins, professor; BA, University of MissouriColumbia, 1973; MA, Webster University, 1982
• Scott L. Jensen, professor; BA, College of the Ozarks, 1985;
MA, University of Central Missouri, 1987
• Carolyn F. Johanek, BSBA, Saint Louis University, 1978;
• Adrienne Johnson, BA, University of Denver, 2002; MA,
National-Louis University, 2005
• H. Michael Johnson, BS, Southern Illinois University
Edwardsville, 1972; MSEd, Southern Illinois University
Edwardsville, 1973; EdS, Southern Illinois University
Edwardsville, 1978
• John E. Johnson, BS, Kansas State University, 1980; BA,
University of Missouri-Kansas City, 1991; JD, Washburn
University, 1982
• Keisa M. Johnson, BS, University of Missouri-Columbia;
MHA, Seton Hall University; JD, Saint Louis University
• Kurt P. Johnson, BS, Northwestern University, 1960; PhD,
• Thomas A. Johnson, interim dean; BA, Michigan State
University; MA, Michigan State University; PhD, University of
California, Berkeley
• Francella Joiner, BBA, University of Memphis, 1996; MBA,
Strayer University, 2005
• Constance A. Jolly, BS, University of Maryland, College
Park, 1992; MA, Webster University, 1996
• Christopher A. Jones, BS, Central Connecticut State
University, 2005; MS, Central Connecticut State University,
2007
• Joseph L. Jones III, BSEd, Southeast Missouri State
University, 1976; MAEd, Southeast Missouri State University,
• Kelly L. Jones, BS, Middle Georgia College, 2001; BS,
Macon State College, 2001; MEd, Georgia College, 2004;
PhD, Mercer University, 2013
• Roderick L. Jones, BS, Syracuse University, 1991; MPA,
SUNY College at Brockport, 1997; EdD, St. John Fisher
College, 2009
• Suzanne R. Jones, BA, College of William and Mary, 1995;
MS, University of North Carolina at Chapel Hill, 1998
• Victoria L. Jones, BSEd, Northwest Missouri State
University, 1990; MSEd, Northwest Missouri State University,
• Carolyn A. Jordan, BSEd, Missouri State University, 1996;
MAEd, Maryville University of St. Louis, 2002
• Timothy J. Jordan, MD, University of Missouri-Columbia,
1981
Faculty
• Courtland W. Koblitz, Jr., BS, Southern Illinois University
Edwardsville, 1972; MS, Southern Illinois University
Edwardsville, 1975; EdD, Southern Illinois University
Edwardsville, 1985
• Jarrett W. Kolthoff, BA, Rockhurst University, 1993; MS,
Troy University, 1998
• Karen M. Komoroski, BSN, Graceland University, 1980;
MN, University of Kansas, 1986; EdS, University of MissouriKansas City, 1993; PhD, University of Kansas, 2003
• Janet L. Kourik, professor; BS, Webster University, 1993;
MA, Webster University, 1993; PhD, Nova Southeastern
University, 2005
• Katherine M. Krajcovic, BSBA, University of Missouri-Saint
Louis, 1990; MBA, Lindenwood University, 1991; EdD, Saint
• Michael J. Kratzer, BA, Concordia University Chicago, 1975;
• Christopher P. Krehmeyer, AB, Washington University,
1985
• Herman R. Krueger, Jr., associate professor; AB,
Washington University, 1979; MS, Northwestern University,
1981; PhD, Northwestern University, 1986
• Shannon L. Kuczynski, BA, University of Kansas, 1994;
MHA, University of Kansas, 2001; MA, University of Kansas,
2001
• Robert Kugelmann, BGE, University of Nebraska Omaha,
1966; MPA, University of Oklahoma, 1974; MA, Webster
• Thomas E. Kulik, BS, University of Minnesota-Twin Cities;
MS, Capella University
• Kenneth C. Kulosa,
• Nicole R. Kumagai, BA, Millikin University, 2002; MA,
University of Illinois at Chicago, 2007
• Jong Bum Kwon, associate professor; BA, Macalester
College, 1993; MA, New York University, 1999; PhD, New
• Melanie J. Lamb, BS, Oklahoma State University, 1986; MA,
Oklahoma State University, 1989
• Jane A. Landes, AB, Mundelein College, 1960; MAT,
• Amber L. Lane, BSEd, University of Missouri-Saint Louis,
• Thomas K. Lang, professor, chairperson; BS, Ohio State
University, 1967; MA, Ohio State University, 1969; MFA,
Ohio State University, 1970
• David A. Lange, BA, Southern Illinois University
• Thomas J. LaRosa, BSEd, University of Missouri-Saint
Louis, 1977; MEd, University of Missouri-Saint Louis, 1981;
MEd, Lesley University, 1988; EdS, University of MissouriSaint Louis, 2009
• Allen Carl Larson, BA, Park University, 1959; MME, Indiana
University Bloomington, 1961; DM, Indiana University
Bloomington, 1971
• Jacob G. Lassetter, associate professor; BA, Louisiana
State University, 2001; MM, University of North Texas, 2003;
PhD, University of Cincinnati College - Conservatory, 2008
• Collin P. Laverty, BA, College of Charleston, 2006; MPIA,
University of California, San Diego, 2012
• Christiana Lawson, BS, University of Illinois at Chicago,
1992; MS, Illinois Institute of Technology, 1999; PhD, Beijing
Normal University, 2012
• Karen Lea, BSN, University of Texas at San Antonio, 1977;
MN, University of Kansas, 1988
• Stephen M. Lee, BSBM, University of Phoenix, 2004; MBA,
• William J. Lee, BS, Southern Illinois University Carbondale,
1980; MBA, Southern Illinois University Carbondale, 1982
• Yin Lam Lee-Johnson, assistant professor; BA, University
of Hong Kong, 2002; MA, Chinese University, 2006; PhD,
Ohio State University, 2012
71
Faculty
• Jerome M. Jose, BS, California State University, Fresno,
2005; MA, Webster University, 2014; MS, Webster
University, 2016
• Paul G. Justis, Jr., BS, Missouri University of Science and
• Barbara A. Kaighin, BS, Truman State University, 1978;
MA, Webster University, 1983; PhD, Saint Louis University,
1991
• DJ Kaiser, associate professor; BA, University of Illinois
at Urbana-Champaign, 1996; BA, University of Illinois at
Urbana-Champaign, 1996; MA, University of Illinois at
Urbana-Champaign, 2000; AM, Washington University, 2007
• Laleh Kalantari, BS, Montclair State University, 1986; MBA,
University of Minnesota-Morris, 1987
• Lawrence W. Kammien, Jr., BSBA, Saint Louis University,
1990; MBA, Saint Louis University, 1996
• Jackie S. Kampmann, BA, University of Kansas, 1970; BSN,
University of Kansas, 1974; MN, University of Kansas, 1988
• Darin L. Kamradt, BSBA, Rockhurst University, 1990; MS,
• Gary D. Kannenberg, professor; BS, Marian College of Fond
du Lac, 1974; MS, Nova Southeastern University, 1975; PhD,
• Sudarsan Kant, BA, Washington Bible College, 2004; MA,
• Mark P. Karscig, BA, University of Pittsburgh, 1977; MA,
University of Pittsburgh, 1980; PhD, University of Pittsburgh,
1987
• Paula J. Kasica,
• Patricia A. Katzfey, BS, Missouri State University; MEd,
University of Missouri-Saint Louis; MBA, Lake Forest
Graduate School of Management
• Gary R. Kaye, BA, Bellarmine University, 1990; MPA,
• Barbara Jo Keene, BS, University of Wisconsin-Madison,
1975; MA, Michigan State University, 1980; MBA, Temple
University, 1988; PhD, University of Missouri-Saint Louis,
2008
• Michele J. Kelk, BS, Western Michigan University, 1977;
MA, Western Michigan University, 1981; PhD, University of
Missouri-Columbia, 2002
• Patti A. Kelley, BSN, Webster University, 2000; MSN,
• Lorna J. Kelly, BS, Quincy University, 1975; MS, University
of Missouri-Columbia, 1977
• Jane A. Kerlagon, BS, Washington University, 1982; MBA,
• Stephen B. Kessler,
• Latriece N. Kimbrough, BA, University of MissouriColumbia, 1999; MAcct, University of Missouri-Columbia,
1999
• Donald M. King, BS, United States Naval Academy, 1962;
MBA, Eastern Michigan University, 1972; PhD, University of
Michigan, 1976
• Lindsay N. Kingston, associate professor, director of human
rights; BS, Boston University, 2002; MA, American University,
2006; MA, Syracuse University, 2009; PhD, Syracuse
University, 2010
• Drake C. Kirkham, BS, Regents College of the University
of the State of New York, 1990; MBA, University of Phoenix,
1994; MS, University of Phoenix, 1999
• John W. Kitchen Jr., BGS, Northern Illinois University, 2004;
• Lucy R. Klostermann, BA, Webster University, 1968; MA,
United States International University, 1972; PhD, Saint Louis
University, 1980
• David G. Knichel, BS, California State Polytechnic
University, Pomona, 1977; MBA, Oklahoma City University,
1987
• Constance M. Knox, BA, Lindenwood University, 1999; MA,
Faculty
• Jeffrey B. Leeson, BS, University of Pittsburgh, 1968; MBA,
University of New Haven, 1982; MS, Rensselaer Polytechnic
Institute, 1995
• Edward R. Lefler, BEnv, University of Kansas, 1984; MA,
Bellevue University, 1995
• Mark H. Lenox, BS, United States Coast Guard Academy,
1988; MS, Missouri University of Science and Technology,
2001
• Allen S. Levin, BA, Washington University, 1967; MArch,
• Anthony Lewis, BS, Alabama State University, 2002;
MEd, Alabama State University, 2004; MEd, Alabama State
University, 2006; PhD, University of Missouri-Columbia, 2013
• Randall D. Lewis, BS, Missouri Valley College, 1987; MA,
• Ryan D. Liberati, assistant professor; BA, Augustana
College, 2002; MA, Bradley University, 2009; PhD, Old
Dominion University, 2012
• William J. Liccione, BA, University of Rio Grande, 1968;
MA, Northern Illinois University, 1973; MBA, Southern Illinois
University Edwardsville, 1994; PhD, University of MissouriColumbia, 1977
• Monica L. Lieser, BS, Western Michigan University, 2000;
MA, Western Michigan University, 2004
• Lisa L. Liggins, BA, Fisk University, 1994; MS, Tennessee
State University, 1997; PhD, Illinois Institute of Technology,
2006
• Joel N. Light, BGS, University of Kansas, 1981; MA, Wichita
State University, 1992; PhD, Capella University, 2004
• Kenneth L. Light, BS, Missouri University of Science and
Technology, 1990; MS, University of Wisconsin-Madison,
1991
• Robert E. Littlejohn, BS, Park University, 1990; MA,
• Glenn D. Lloyd, Jr., BSE, University of Connecticut, 1970;
MS, University of Wyoming, 1977
• Oliver H. London, BA, Susquehanna University, 1964; MA,
University of Texas at Austin, 1967; PhD, Colorado State
University, 1975
• Mark A. Long, BSBA, University of Central Missouri, 1980;
MAT, Webster University, 1999
• Francis A. Lonsway, BA, University of Dayton, 1961; BA,
Assumption College, 1963; MA, University of Minnesota Twin
Cities, 1964; MA, Assumption College, 1965; PhD, University
of Minnesota Twin Cities, 1967
• Joseph A. LoPresti, Jr., BSBA, University of Missouri-Saint
Louis, 1984; MEM, Washington University, 1993
• Edward G. Lott, Jr., BS, Saint Louis University, 1990; MA,
• Brad Loudenback, professor; BA, DePauw University, 1977;
MA, University of Chicago, 1978; MFA, University of North
Carolina at Chapel Hill, 1982
• Julie M. Lowrie, BA, University of California, San Diego,
1977; MS, Utica College, 2008; MS, California Institute of the
Arts, 2010; JD, American College of Law, 1983
• Erik Lueders, BSF, University of Missouri-Columbia, 2004;
• Kay L. Luft, BSN, Avila University, 1974; MN, University of
Kansas, 1983
• Troy V.G. Luh, professor; BBA, Evangel University, 1991;
MAcct, Southwest Missouri State University, 1993; PhD,
• Beverly J. Lum, BA, University of California, Irvine, 1975;
MA, University of California, Berkeley, 1986; PhD, University
of California, Berkeley, 1992
• Kenneth C. Lynch, BA, Saint Leo University, 1989; MBA,
Fontbonne University, 1997
• Mark T. Lynn, BSEd, University of Missouri-Saint Louis,
• Mary P. Lynn, BS, University of Missouri-Saint Louis, 1977;
MEd, Concordia University, 2014
72
• Lee A. Lyons, BSEd, University of Missouri-Columbia, 1987;
• Danielle MacCartney, associate professor, associate dean;
BA, New Mexico State University, 1999; MA, University of
California, Irvine, 2001; PhD, University of California, Irvine,
2005
• John A. Machnic, BA, Niagara University, 1974; MA, Ball
State University, 1976; PhD, Virginia Polytechnic Institute
and State University, 1983
• Ann R. Mack, BS, Colorado State University, 1979; MAT,
• Allan H. MacNeill, professor; BA, Franklin and Marshall
College, 1982; MS, University of Massachusetts, 1987; PhD,
University of Massachusetts, 1997
• Stephanie J. Madlinger, BS, University of MissouriColumbia, 1992; MA, Lindenwood University, 2002; EdS,
• Sonette Magnus, BA, University of Toronto, 2006; JD,
Emory University, 2009
• Peter E. Maher, professor; BS, University of Wales, 1982;
MS, University of Wales, 1983; PhD, University of Wales,
1986
• Sebastian P. Mahfood, BA, University of Texas at Arlington,
1992; MA, University of Texas at Arlington, 1994; MET,
• Stephanie L. Mahfood, assistant professor; BA, Calvin
College, 1993; MAT, Webster University, 1999
• Ziauddin Mahmood, BS, Washington University, 1983;
• Albert J. Marcella, Jr., professor; BS, Bryant College,
1977; MBA, University of New Haven, 1982; PhD, Walden
University, 1995
• Russell A. Marchant, BA, Notre Dame College, 1975;
BS, Maryville University of St. Louis, 1981; MA, Webster
• James D. Marchbank, BS, Southwest Missouri State
University, 1964; MBA, Columbia University, 1975
• Alvin J. Marcus, BA, Saint Louis University, 1970; MS, Saint
Louis University, 1972; MBA, Southern Illinois University
Edwardsville, 1977
• M. Kathryn Marlock, BS, University of Utah, 1991; MS,
University of Utah, 1991; PhD, University of Utah, 2001
• James A. Martin, director of jazz collective and wind
ensemble; BA, Saint Louis University, 1981; MM, Eastman
School of Music, 1984
• John Martin, BS, Drexel University, 1964; MBA, Drexel
University
• Nora M. Martin, BS, Park University, 1990; MBA, Webster
University, 1999; DBA, Nova Southeastern University, 2003
• Cheryl M. Marty, BLS, Saint Louis University, 1997; MIB,
• Patricia A. Masidonski, BS, Southeast Missouri State
University, 1974; MBA, Washington University, 1991
• Robert A. Mast, Jr., BA, University of San Francisco, 1975;
MS, University of San Francisco, 1977; MSS, United States
Army War College, 2000; JD, University of San Francisco,
1984
• Michael J. Mathea, BS, St. Norbert College, 1975; MA,
University of Houston, 1976
• Haider M. Mayali, BS, University of Baghdad, 2007; MBA,
• Thomas S. McAuliffe, BA, Loyola University of Chicago,
1991 ; MA, Purdue University, 1994
• Jennifer M. McCann, BA, Webster University, 2009; MA,
• Tracey C. McCarthy, professor; BA, Webster University,
1989; MA, Widener University, 1994; MA, Webster
University, 2013; JD, Widener University, 1995; PsyD,
Widener University, 1996;
• Holly A. McCarty, BS, Kansas State University, 1993;
MSEd, University of Kansas, 1996
Faculty
• Curtis E. Miller, BS, Missouri University of Science and
• Donald C. Miller, BS, Southern Illinois University
• Kurt L. Miller, BS, University of Maryland, College Park,
1990; MS, Chapman University, 1992; DMgt, Colorado
• Christine D. Milroy, BSBA, Kansas State University, 1990;
MBA, University of Kansas, 1997
• Maher H. Mishriki, BCom, University of Cairo, 1978; MBA,
• Bridget M. Mitchell, BA, University of Missouri-Saint Louis,
• Heather H. Mitchell, associate professor, chairperson ; BS,
Lambuth University, 2000; MS, University of Memphis, 2003;
PhD, University of Memphis, 2005
• James F. Monahan, BA, College of William and Mary, 1959;
MBA, College of William and Mary, 1971
• Jinnae N. Monroe, BS, Park University, 1993; MHS,
University of Great Falls, 1996
• Joseph P. Monteleone, BSBA, Saint Louis University, 1989;
• James C. Moore II, BS, Missouri University of Science and
Technology, 1983; MBA, Washington University, 1991
• Steven A. Moro, BSBA, University of Missouri-Saint Louis,
1985; BS, Washington University, 2000; MS, Fontbonne
• Joseph E. Morrison, BA, University of Texas at Austin,
1970; MBA, University of Houston-Clear Lake, 1993
• Margaret Z. Morrison, AB, Washington University, 1971;
MA, University of British Columbia, 1972; JD, Washington
University, 1975
• Patricia A. Morrissey, BA, Rockhurst University, 1978; MA,
• Kristen L. Anderson Morton, associate professor; BABS,
South Dakota State University, 2002; MA, University of Iowa,
2003; PhD, University of Iowa, 2009
• Delisa D. Moss, BS, Friends University, 2010; MA, Webster
• Douglas S. Mowczko, BS, SUNY at Buffalo, 1974; MA,
• Dale L. Moyer, BS, Ball State University, 1967; MA,
University of Northern Colorado, 1982
• Mark J. Muehlbach, BA, Saint Louis University, 1979; MS,
1992
• Samantha M. Muehlenbeck, BA, Webster University, 1993;
• Donald R. Munday, BS, Friends University, 1987; MS,
Friends University, 1989; EdD, Oklahoma State University,
2002
• Janice R. Munro, BA, University of Missouri-Saint Louis,
1970; MEd, University of Missouri-Saint Louis, 1992; MEd,
University of Missouri-Saint Louis, 1998; EdD, University of
• Steven J. Munsie, BA, University of Central Florida, 1979;
• Brittany N. Murphy, BA, St. Olaf College, 2010; MA, Saint
• V. Muthoni Musangali, associate professor, chairperson;
BEd, Kenyatta University, 1993; MA, Heidelberg College,
2003; PhD, University of Central Florida, 2006
• Joan W. Musbach, BA, University of Kansas; MA, University
of Missouri; MAT, Northwestern University, 1965
• Nigel J. Mustoe, BA, Southern Illinois University
Carbondale, 1962; MBA, University of Michigan, 1966
• James A. Myers, BES, University of Missouri-Columbia,
1986; MEd, University of Missouri-Columbia, 1987
• Mary Beth Myers, BA, Washburn University, 1977; MA,
California School of Professional Psychology, 1980; PhD,
California School of Professional Psychology, 1982
73
Faculty
• John P. McClellan, BM, Saint Louis Conservatory of Music,
1986; MM, Saint Louis Conservatory of Music, 1987
• Scott T. McClure, BS, University of Missouri-Saint Louis,
1986; MBA, Maryville University of St. Louis, 1993
• John R. McClusky, BS, The New School, 1993; MS,
Wilmington College, 1997
• Lindsay A. McCracken, BA, Webster University, 2002; MAT,
• Joanne H. McDermott, BS, SUNY at Plattsburgh, 1975; MA,
New York University, 1985
• Sandra L. McDonough, BA, University of California, San
Diego, 1994; JD, University of Southern California, 1997
1/4/03; 2505987
• Charles Van Dorn McElwee, professor; BFA, Memphis
Academy of Arts, 1974; MFA, Washington University, 1978
• Elizabeth G.H. McFarland, BSEd, University of MissouriColumbia, 2005; MM, Michigan State University, 2009
• Ollie E. McGee, BSEd, Pittsburg State University, 1963;
MS, Pittsburg State University, 1966; JD, Oklahoma City
University, 1976
• Christopher A. McGinnis, BS, Missouri State University,
• James A. McGraw, BA, University of Iowa, 1980; MA,
University of Iowa, 1984; EdD, University of Northern
Colorado, 1995
• Spencer A. McIlvaiane, BA, University of MissouriColumbia, 1999; JD, University of Missouri-Columbia, 2003
• David A. McIntosh, BS, Rollins College, 1984; MBA,
• Heather McKay, BA, University of London, 1972; MA,
University of Essex, 1981; EdD, University of Essex, 2006
• Becky M. McKenna, BA, Sweet Briar College, 1978; MEd,
University, 1991
• Elaine S. McKenna, BSEd, Indiana University Bloomington,
• Michael L. McKinney, BS, Maryville University of St. Louis,
1993; MBA, Maryville University of St. Louis, 1995; DMgt,
• Sandra C.S. McKnight, BA, Saint Leo University, 2000; MA,
• Dorcas E. McLaughlin, RN, professor; BSN, University
of Missouri-Columbia, 1973; MSN, University of MissouriColumbia, 1975; PhD, University of Missouri-Saint Louis,
2003
• Kevin A. McMahon, BA, University of New Mexico, 1977;
MBA, University of New Mexico, 1984
• Robert W. McMichael, BBA, LeTourneau University, 2003;
• Victoria B. McMullen, professor, chairperson; BA,
Fontbonne University, 1981; MA, Lindenwood University,
1986; PhD, University of Missouri-Columbia, 2000
• Tyrone J. McNichols, BS, University of Central Missouri,
1988; MEd, University of Missouri-Saint Louis, 1991; EdD,
• James S. Meadows, BA, Wichita State University, 1985; MA,
• Daphne M. Means, BS, Missouri State University, 1995; MA,
• Nikolay Megits, MBA, Augsburg College, 2007
• Philip Melcher, BHS, Campbell University, 2002; MA,
• Douglas A. Menendez, BS, Saint Louis University, 1980;
• Dixie D. Meyer, BS, Missouri State University, 2000; MEd,
University of Missouri-Saint Louis, 2005; PhD, University of
• Alicia H. Miguel, MA, University of Kansas, 1996; EdD,
• Andrea D. Miller, BA, Truman State University, 1995; MA,
American University, 2003; PhD, American University, 2006
Faculty
• Monica L. Nance, BSEd, Drake University, 1983; MAT,
• Michael A. Napoli, BA, Webster University, 2002; MBA,
• Betty L. Nash, BSEd, Southeast Missouri State University,
1972; MS, University of Missouri-Columbia, 1985
• Linda J. Nash, BA, Lindenwood University; MBA,
• Silvia Navia Mendez-Boniti, associate professor; MA,
University of Massachusetts, 1998; PhD, University of
Massachusetts, 2002
• David R. Neeley, BS, Texas A&M University, 1979; MA,
• Craig A. Nelson, BS, Eastern Illinois University, 1969; MBA,
• Emmanuel Ngomsi, BS, University of Yaounde, 1980; MS,
University of Yaounde, 1982; EdS, University of MissouriKansas City, 1994; PhD, University of Missouri-Kansas City,
1997
• Lam Dang Nguyen, BE, University of Economics, Ho Chi
Minh City, 1997; MBA, Webster University, 2003; DMgt,
• Pamela M. Nickels, BA, Fontbonne University, 1968; MEd,
University of Missouri-Saint Louis, 1977; EdD, University of
• Megan M. Nickolai, BBA, The University of Georgia, 2008;
JD, The University of Georgia, 2011
• Paul D. Niemann, BBA, University of Kentucky, 1987; MBA,
Southern Illinois University Carbondale, 1991
• Sha'hla Nikraven, BS, Pittsburgh State University, 1978;
MS, Pittsburgh State University, 1979; EdS, Pittsburgh State
University, 1981; PhD, Kansa State University, 1986
• Run Hong (Annie) Niu, associate professor; BEco, Tsinghua
University, China, 1993; BEng, Tsinghua University, China,
1993; MEng, Tsinghua University, 1995; PhD, University of
Alberta, 2008
• Christine N. Nobbe, BSEd, University of Missouri-Columbia,
1980; MEd, University of Missouri-Columbia, 1983; EdS,
• Philip H. Noll, BSEE, Washington University, 1966; MS,
Saint Louis University, 1970; MBA, Washington University,
1974
• Rosalind R. Norman, BA, Webster University, 1987; MA,
• Douglas P. O’Bannon, professor; BA, Arizona State
University, 1983; MBA, Arizona State University, 1984; PhD,
University of Maryland, 1997
• John D. O'Brien, BA, Saint Louis University, 1968; MA,
• Tod P. O'Brien, BBA, Northwood University, 1998; MA,
• Kate S. O'Connor, BA, Webster University, 1994; MA,
• Robert D. O'Connor, BS, University of Southern Mississippi,
1960; MS, University of Southern Mississippi, 1961; PhD,
University of Southern Mississippi, 1985
• Janet P. O'Hallaron, AB, University of Missouri-Columbia,
1982; JD, University of Missouri-Columbia, 1985
• Samuel I. Ojiaka, BA, Ottawa University, 1977; MPA,
University of Kansas, 1978; PhD, North Texas State
University, 1984
• Ralph H. Olliges, Jr., professor, chairperson; BA, Saint
Louis University, 1981; MA, Saint Louis University, 1983;
MBA, Saint Louis University, 1991; PhD, Saint Louis
University, 1988
• Necole L. Olmstead, BA, Columbia College, 2002; MA,
• Stanford M. Orme, BA, University of Washington, 1965;
MBA, University of Washington, 1970
• John P. Orr, associate professor; AB, University of MissouriColumbia, 1975; BJ, University of Missouri-Columbia, 1979;
74
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•
MBA, Midwestern State University, 1989; PhD, University of
North Texas, 1998
Lorrie D. Ortega, BBA, University of Texas at San Antonio,
Julie L. Osherow, BS, University of Florida, 1995; MEd,
Roy E. Overmann, BS, University of Missouri-Saint Louis,
1969; BA, Washington University, 1976; MA, University of
Ali Ovlia, professor; BS, University of Oklahoma, 1985; MS,
University of Oklahoma, 1987; DMgt, Webster University,
2000
Joanna W. Owen, BA, University of the South, 1979; JD,
Glenn R. Pace, BS, Missouri State University, 1971; MBA,
Janice Palmer, RN, associate professor, chairperson (fall
& spring); BSN, University of Missouri-Columbia, 1986; MS,
University, 2009
Julie A. Palmer, associate professor; BS, Colorado State
University, 1992; MBA, University of Nebraska-Lincoln, 1999;
PhD, University of Missouri-Columbia, 2008
Alan Paradise, BA, Kenrick-Glennon Seminary, 1977; BS,
Washington University, 1983; MIM, Washington University,
2007
Christopher P. Parr, professor, chairperson; BA, University
of Canterbury, 1977; MA, University of Canterbury, 1980;
PhD, Boston University, 1992
William S. Partridge, Jr., BM, University of Cincinnati, 1960;
MM, College of Church Musicians, 1964
Gary S. Passanise, professor; BFA, Webster University,
1977; MFA, Southern Illinois University Edwardsville, 1980
Michael Patterson, BSEd, Pittsburgh State University,
1977; MS, Kansas State University, 1979
Trent Patterson, associate professor, director of choral
studies and music education; BM, Florida State University;
MA, San Jose State University; DMA, Michigan State
University
Dee A. Pavelka, BM, Webster University, 1976; MM,
Pamela L. Payne, BBA, Memphis State University, 1986;
MBA, Union University, 2002
Tina L.H. Payne, BAEd, Glenville State College, 1985; MA,
West Virginia State University, 1992
Kelly-Kate S. Pease, professor; BA, Louisiana State
University, 1987; MA, University of Nebraska, 1990; PhD,
University of Nebraska, 1994
David S. Pennington, associate professor; BS, Truman
State University, 2000; MA, Washington University, 2003;
PhD, Washington University,2007
Mark T. Pennycuick, BSEd, Missouri State University,
1991; MAT, Missouri State University, 1997; MAT, Webster
University, 2001
Bree A. Perdun, BS, Park University, 2012; MA, Webster
University, 2015
Philip F. Perschbacher, BFA, Webster University, 2003
Marilyn M. Pesto, BS, University of Alabama at Birmingham,
1975; MS, University of Missouri-Columbia, 1978; JD,
Charlotte D.L. Petty, BS, Southern Illinois University
Kimberly S. Petzing, BS, Indiana University Bloomington,
1989; MS, Southern Illinois University Carbondale, 1992
Michael G. Pfefferkorn, BA, Saint Louis University,
1985; MHA, Saint Louis University, 1989; JD, Saint Louis
University, 1989
Deborah T. Pierce, associate professor; BA, Mississippi
College, 1977; MA, Mississippi State University, 1981; PhD,
Louisiana State University, 1992
Faculty
• Carol J.H. Richardson, BSEd, University of Central
Missouri, 1975; MSEd, University of Central Missouri, 1978;
• Jennifer M. Rieger, BS, Northwestern University, 1994; MS,
Vanderbilt University, 1997
• Patti R. Riggle, BM, Southern Illinois University Carbondale,
1975; MM, Southern Illinois University Carbondale, 1980;
EdD, Southern Illinois University Carbondale, 1994
• Elizabeth A. Risik, associate professor; BA, Michigan
State University, 2003; MS, University of Illinois at UrbanaChampaign, 2004; PhD, University of Illinois at UrbanaChampaign, 2010
• D. Christopher Risker, associate professor; BA, Kansas
University, 1971; MS, New Jersey City University, 1984; PhD,
University of Colorado Denver, 1992
• J. Annie Ritter, BSEd, University of Central Missouri, 1975;
MSEd, University of Central Missouri, 1977; EdS, University
of Missouri-Columbia, 1991
• Daryl W. Roberts, BSEd, University of Missouri-Columbia,
1973; MEd, Lincoln University, 1976
• Gene B. Roberts, BM, St. Louis Conservatory of Music,
1990; MM, University of Houston - Downtown, 1993
• Jeannie E. Roberts, BS, Southern Illinois University
Edwardsville, 1989; MA, Lindenwood University, 2000; MA,
Lindenwood University, 2006; EdD, Lindenwood University,
2010
• Stephen R. Roberts, BBA, Stephen F. Austin State
University, 1981; MBA, Webster University, 2000; MA,
• William E. Roberts, BA, Southwestern University, 1967; MS,
Texas A&M University, 1968; PhD, Iowa State University,
1977
• Cecil L. Robertson, BS, Truman State University, 1969; MS,
• Gary D. Robinson, BS, Columbia College, 1997; MBA,
• John H. Robinson, associate professor; BS, University of
Arkansas at Pine Bluff, 1972; MA, Webster University, 1985;
DMgt, Webster University, 1992
• David Rocco, assistant professor; BA, Webster University,
2008; MA, Fontbonne University, 2013; MFA, Fontbonne
University, 2014
• Rena M. Rockwell, BA, Webster University, 1986; MAT,
Webster University, 1993; EdS, Webster University, 2004
• Rick J. Rockwell, professor; BS, Northwestern University;
MA, University of Southern California
• Basiyr D.W. Rodney, associate professor; BA, University
of the West Indies, 1996; MS, University of the West Indies,
1998; MEd, Florida Atlantic University, 2001; EdD, Florida
Atlantic University, 2006
• Arnoldo J. Rodriguez, associate professor; BBA, Central
American Autonomous University, 1992; MBA, Instituto
Centroamericano de Administracion de Empresas, 1995;
PhD, University of Minnesota, 2005
• Jane S. Roesti, BA, Missouri University of Science and
Technology, 1973; MSEd, Southern Illinois University
Edwardsville, 1986
• Alison L. Rolf, BA, University of Cambridge, 1997; BA,
University of Cambridge, 1997; MA, University of Cambridge,
2001
• James E. Roller, BS, Park University, 2012; MA, Webster
University, 2015
• Cathy M. Roper, BBA, Wichita State University, 1987; MBA,
• Amanda M. Rosen , associate professor; BA, Duke
University, 2002; MA, Ohio State University, 2005; PhD, Ohio
• Warren Rosenblum, professor, chairperson; BA, Cornell
University, 1988; MA, University of Michigan, 1992; PhD,
University of Michigan, 1999
75
Faculty
• Deborah T. Pierce, BA, Mississippi College, 1977; MA,
Mississippi State University, 1981; PhD, Louisiana State
University and A&M College, 1992
• Geralyn M. Pilarski-Schultz, BA, Webster University, 1983;
• Michael C. Pitou, BS, United States Air Force Academy,
1978; MA, Central Michigan University, 1980; LLM, George
Washington University, 1988; JD, University of Colorado
Boulder, 1984
• Scott M. Pitts, BA, Pensacola Christian College, 1999; MS,
Bob Jones University, 2000; MA, Bob Jones University, 2002
• Iva J. Platt, BBA, East Tennessee State University, 1988;
• Julia R. Plunkett, BA, Eastern Washington University, 1996;
MA, MidAmerica Nazarene University, 2001
• Shawn Pohlman, BSN, University of Missouri-Columbia,
1979; MSN, University of Pittsburgh, 1984; PhD, Saint Louis
University, 2003
• Z. Susan Polgar,
• Kelly L. Pollock,
• William T. Poole, BBA, Valdosta State University, 1982;
MBA, Tarleton State University, 1987; MAS, Embry-Riddle
Aeronautical University, 1998
• David Porras, associate professor, chairperson; BSBA,
Washington University, 1986; MBA, Washington University,
• George D. Porter, AB, William Jewell College, 1987; JD,
University of Notre Dame, 1990
• Teri A. Portman, BA, University of Illinois at UrbanaChampaign, 2002; MSEd, Southern Illinois University
Carbondale, 2008
• Kim M. Portnoy, associate professor; BA, Washington
University, 1976; MM, Washington University, 1981
• Frances K. Powell, BA, University of Central Oklahoma,
1967; MEd, University of Central Oklahoma, 1972; EdD,
Oklahoma State University, 1981
• Mary L. Preuss, associate professor; BS, Cornell University,
1996; PhD, University of California, Davis, 2002
• Mark C. Prugh, BS, United States Military Academy, 1978;
LLM, Judge Advocate General’s School, 1994; JD, University
of Texas at Austin, 1987
• Debbie Psihountas, professor; BS, Bowling Green State
University, 1983; MBA, University of Cincinnati, 1987; PhD,
University of Cincinnati, 2000
• Christie J. Puttcamp, BSEd, Eastern Illinois University,
1971; MS, University of Nebraska at Omaha, 1991
• William T. Quick, BA, Westminster College, 1983; JD,
• Thomas J. Quirk, professor; BS, John Carroll University,
1961; MA, Stanford University, 1962; MBA, University of
Missouri-Saint Louis, 1978; PhD, Stanford University, 1967
• Daniel E. Ramacciotti, BSBA, University of Missouri-Saint
Louis, 1973; MBA, Lindenwood University, 1984
• Anne Geraghty Rathert, professor; BA, Saint Louis
University, 1985; JD, Saint Louis University, 1992
• Lauren E. Rea Preston, BA, Webster University, 2004; MEd,
• William D. Rearden, BT, Washington University, 1989; MA,
• Linda M. Reed, BSEd, University of Missouri-Columbia,
1974; MEd, University of Missouri-Columbia, 1975
• Kenneth W. Reiss, BA, Webster University, 1987; MBA,
• Julie M. Reitenger, BS, George Williams College, 1981; MS,
• Gary Renz, professor; BS, University of Minnesota-Twin
Cities, 1978; JD, University of California, Berkeley, 1983;
PhD, University of Minnesota-Twin Cities, 1995
• Eric F. Rhiney, assistant professor; BS, University of Central
Missouri, 1995; MBA, Webster University, 2002
Faculty
• Andrea Rothbart, professor; BA, Wayne State University,
1961; MA, Washington University, 1963; PhD, University of
Illinois at Urbana-Champaign, 1971
• Eric W. Rothenbuhler, dean; BA, Ohio State University,
1980; MA, Ohio State University, 1982; PhD, University of
Southern California, 1985
• Betty L. Rottmann, BA, Columbia College, 1992; MA,
• Barbara L. Roussin, BSEd, University of Missouri-Saint
Louis, 1991
• Alanna D. Runge, BS, Southern Illinois University
Edwardsville, 1991; MBA, Lindenwood University, 1994;
• Sarah B. Rush, BS, University of Missouri-Columbia, 1981;
• John E. Rustemeyer, BA, Grand Valley State University,
1967; MA, Northern Illinois University, 1971; PhD, Saint Louis
University, 1975
• Mary L. Ruzicka, BA, Concordia University Wisconsin, 1995;
• Barbara C. Sacks, AB, Washington University, 1964; JD,
• Christopher S. Sagovac, associate professor; BA, Webster
• Robert L. Sainz, BS, University of Missouri-Saint Louis;
MEd, University of Missouri-Saint Louis
• Yupa Saisanan Na Ayudhya, BS, Chulalongkorn University,
Thailand, 1981; MBA, Youngstown State University, 1984
• Edward T. Sakurai, professor; BA, Reed College, 1958; MA,
1971
• Gisela R. Salas, BS, Florida International University, 1977;
MBA, University of Miami, 1985; PhD, Lynn University, 2008
• Hanadi K. Saleh, BA, Lebanese University, 1993; MEd,
Florida Atlantic University, 2001; EdS, Florida Atlantic
University, 2004; MEd, Florida Atlantic University, 2009; EdD,
• Harold E. Salmon, BS, Indiana State University, 1962; MS,
Indiana State University, 1964; PhD, Indiana State University,
1972
• Richard Sambolin, BA, Columbia College, 2006; MA,
Webster University, 2008; MS, Webster University, 2010
• Karla A. Samson, BS, Missouri State University, 1999; MAT,
• Peter E. Sargent, dean; BFA, Carnegie Mellon University,
1959; MFA, Yale University, 1963
• Ronda L. Sauget, BS, Southern Illinois University
Edwardsville, 1998; DMgt, Webster University, 2012
• Debra A. Savka, BSN, Webster University, 2013; MSN,
• Mustafa Sayim, BS, Hacettepe University, 1992; MBA,
Virginia Commonwealth University, 1997; MIBA, Alliant
International University, 2000; DBA, Alliant International
University, 2012
• Kimberly E. Scanlan, BA, Iowa State University, 1981; MBA,
Wichita State University, 1986; PhD, Capella University, 2007
• Marilyn E. Schallom, RN, BSN, Saint Louis University,
1983; MSN, Saint Louis University, 1990; PhD, University of
Kansas, 2013
• Anne E. Schappe, BSN, Saint Louis University, 1969; MSN,
Saint Louis University, 1976; MA, Saint Louis University,
• Stephen T. Scheid, BS, Ohio State University, 2004; AM,
• Daniel W. Schene, professor; BM, Indiana University
Bloomington, 1978; MM, Indiana University Bloomington,
1980
• Steven M. Schenkel, professor; BM, Southern Illinois
University Edwardsville, 1973; MM, Southern Illinois
76
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University Carbondale, 1974; PhD, Washington University,
1980
James H. Schieffer, BA, Saint Louis University, 1992; MA,
Saint Louis University, 1995; MEd, University of MissouriSaint Louis, 2001; EdS, University of Missouri-Saint Louis,
2008
Christopher A. Schneider, BS, Southwest Missouri State
University, 1997; MS, Missouri University of Science and
Technology, 2000
James R. Schnurbusch, BA, University of Missouri-Saint
Louis, 1982
Lauren C. Schoellhorn, BSEd, University of Missouri-Saint
Louis, 2005; MA, Webster University, 2012
Katie M. Schroeder, BS, Saint Louis University, 1995; MEd,
Stephanie Schroeder, associate professor, chairperson; BS,
Purdue University, 1989; PhD, Vanderbilt University, 1997
Angela M. Schubert, BA, Illinois College, 2003; MEd,
M. Ruth C. Schumacher, visiting assistant professor; BA,
Drake University, 2004; Med, Loyola University Chicago,
2009; PhD, School of Psychology, Loyola University Chicago
Joseph M. Schuster, professor; BS, Northwestern
University, 1975; MFA, Warren Wilson College, 1991
Carol A. Schwab, associate professor emeritus; BS,
Southeast Missouri State College, 1963; MAT, Webster
University, 1981; MS, Nova Southeastern University, 1993
Jennifer K. Schwartz, BSN, University of Missouri-Saint
Louis, 2007; MSN, Webster University, 2014
Eddie L. Schwertz, Jr., BS, Louisiana State University and
A & M College, 1969; MS, Louisiana State University and A &
M College, 1972; MBA, Drury University, 1981
Bradford G. Scott, professor; BA, Westminster College,
1984; MBA, Saint Louis University, 1991; PhD, Saint Louis
University, 1998
Roger F. Scott, BS, University of South Carolina, 1986;
MBA, LeHigh University, 1993
Jennifer M. Self, BM, Southern Illinois University
Edwardsville, 1997; MEd, University of Missouri-Saint Louis,
Angela M. Sencibaugh, BA, Maryville University of St.
Louis, 2004; MAEd, University of Missouri-Saint Louis,
2009; MAEd, Lindenwood University, 2011; EdD, Maryville
University of St. Louis, 2013
Joseph M. Sencibaugh, associate professor; BA, Saint
Louis University, 1986; MAT, Saint Louis University, 1988;
Karolyn E. Senter, BA, University of Missouri-Kansas City,
1982; MEd, University of Missouri-Saint Louis, 1994; PhD,
Kristin J.P. Serafini, BA, Principia College, 1998
Anne M. Sewell, BA, Rockhurst University, 1986; MSEd,
Mohammad A. Shabbir, BSS, University of Dhaka, 1978;
MS, University of Dhaka, 1982; MS, Southern Illinois
University Edwardsville, 1987; MS, Southern Illinois
University Edwardsville, 1993
K. Quinn Shao, associate professor; BA, Shangdong Normal
University, China, 1981; MEd, Simon Fraser University, 1990;
MS, University of Wyoming, 2001
Greg E. Shapiro, BS, University of Missouri-Columbia, 1979;
EMBA, Washington University, 2014
William W. Sharpe, BA, Webster University, 1976; AM,
Robert B. Shaw, BS, Southern Illinois University
Carbondale, 1993; MSEd, Southern Illinois University
Carbondale, 2002
Philip A. Shayne, BS, University of Missouri–Columbia,
1969; MEd, University of Missouri–Saint Louis, 1973; MEd,
University of Missouri–Saint Louis, 1977; PhD, Saint Louis
University, 2008
Faculty
• John C. Spytek, BS, Southern Illinois University Carbondale,
1993; MFin, Saint Louis University, 1998
• Amanda F. Staggenborg, BA, Webster University, 2003;
• Susan H. Stang, BFA, Rhode Island School of Design, 1971;
MFA, Rhode Island School of Design, 1974
• Regina R. Stanke, BSN, Webster University, 1999; MSN,
• Marchita R. Stanton, MSOD, American University, 1997
• Martina R. Steed, RN, associate professor; BSN, University
of Arkansas, 1988; MS, Southern Illinois University
Edwardsville, 1996; PhD, Walden University, 2016
• Molly A. Stehn, assistant professor; BM, University of
Northern Iowa, 2002; MM, Manhattan School of Music, 2004;
MA, University of Cincinnati, 2010
• Laurita L. Stellyes, BS, Newman University, 1977; ND,
National College of Naturopathic Medicine, 1979
• Patricia J. Stenger, BS, Southeast Missouri State University,
1981; MA, Southeast Missouri State University, 1982
• Charles B. Stephens, BAEd, Wichita State University, 1988;
MS, Friends University, 1996; MBA, Friends University, 1999
• M. Mercedes Stephenson, BA, Universidad del Salvador,
1969; MA, University of Southern California, 1971; PhD,
• Julie B. Stern, BSEd, Eastern Michigan University, 1991;
MEd, National-Louis University, 1996
• Drew J. Stevens, BA, Rutgers, The State University of
New Jersey, 1984; MBA, University of Phoenix, 1998; PhD,
• Barbara W. Stewart, BA, Webster University, 1984; MA,
• Nathan P. Stewart, BS, Park University, 2003; MBA, Baker
University, 2005
• Ferris M. Sticksel, BSIE, Saint Louis University, 1969; MBA,
• John S. Stieven, MS, Central Michigan University, 1988;
MS, Air Force Institute of Technology, 1993
• Deborah A. Stiles, professor; BA, Sarah Lawrence College,
1971; MAT, Rhode Island School of Design, 1972; PhD,
Boston College, 1980
• Joseph Stimpfl, professor, associate dean; AB, University
of Missouri-Columbia, 1971; MEd, University of MissouriColumbia, 1976; MA, University of Pittsburgh, 1986; PhD,
University of Pittsburgh, 1990
• Jennifer Stoffel, BS, Lewis and Clark College, 1976; MS,
• Jennifer Strange, BA, Webster University, 1977; MAT,
• Scott H. Strickland, BSAcct, University of MissouriColumbia, 1986; MBA, Baker University, 1992
• Jill M.J. Stulce, RN, associate professor, chairperson; BSN,
University of Missouri-Columbia, 1988; MSN, Southern
Illinois University Edwardsville, 1998
• Ryan P. Sullivan, BA, Webster University, 2004; MET,
• Terrence Sullivan, assistant professor; BA, Maryville
University of St. Louis; MS, Saint Louis University, 2006
• Xiaoyuan Suo, associate professor; BS, Georgia State
University, 2003; MS, Georgia State University, 2006; PhD,
Georgia State University, 2009
• Mary K. Suszko, BA, Saint Louis University, 1978; MA,
University of Missouri-Saint Louis, 1981; PhD, University of
• Kendra S. Swensen, BS, University of Arizona, 1982; MBA,
University of Denver, 1988
• Peter A. Takes, BS, Clarkson University, 1979; PhD, Indiana
• Roy T. Tamashiro, professor; BA, University of Hawaii,
1969; MEd, University of Hawaii, 1971; EdD, University of
Massachusetts, 1976
77
Faculty
• Katrina S. Shelby, BA, Saint Louis University, 1997; MBA,
Webster University, 2012; JD, Saint Louis University, 2000
• John R. Shepherd, Jr., BA, Columbia College, 1997; MA,
• Eric M. Shinault, BA, Purdue University, 1978; BS, Purdue
University, 1978; MBA, University of Wisconsin-Oshkosh,
1985
• Benny G. Shriver, AB, Drury University, 1966; MPH,
University of Oklahoma, 1974; MS, Southwest Missouri
State University, 1996; MA, Webster University, 2007; MA,
• Arthur M. Silverblatt, BA, Michigan State University, 1972;
MA, Michigan State University, 1974; PhD, Michigan State
University, 1980
• Cory J. Simek, BA, Lindenwood University, 1990; MIB, Saint
• Marilyn L. Simson, BSBA, University of Phoenix, 1991;
MA, Webster University, 1993; EdD, Nova Southeastern
University, 1999
• Hemla D. Singaravelu, professor; BS, Southern Illinois
University Carbondale, 1986; MS, Southern Illinois University
Carbondale, 1992; PhD, Southern Illinois University
Edwardsville, 1998
• Megan M. Singleton, BFA, Webster University, 2005; MFA,
Louisiana State University, 2012
• David G. Skeen, BA, University of Washington, 1970; LLM,
University of San Diego, 1983; JD, University of Chicago,
1973
• Barry T. Smith, BSBA, Roosevelt University, 1983; MBA,
DePaul University, 1985
• Dustin B. Smith, assistant professor; BS, University of
Idaho, 2009; PhD, Washington State University, 2013
• Earnrolyn C. Smith, BA, Loyola University New Orleans,
1993; MILS, University of Michigan, 1994; JD, Saint Louis
University, 1997
• Jerry L. Smith, BSBA, Southeast Missouri State University,
1968; MA, University of Missouri-Columbia, 1971
• Keith D. Smith, BSEd, University of Kansas, 1996; JD,
University of Texas at San Antonio, 2005
• Marilyn Smith, BS, University of Missouri-Saint Louis, 1974;
• Martha Smith, associate professor; BA, Webster University,
1991; MS, Webster University, 2000; PhD, Saint Louis
University, 2012
• Tiffany M. Smith, BGS, University of Kansas, 2003; MAT,
Webster University, 2004; MAT, Webster University, 2007
• Jennifer D. Snider, BS, University of Missouri-Saint Louis,
1975; MA, Washington University, 1982
• Eileen R. Solomon, professor; BA, Washington University,
1973; MS, Boston University, 1977; PhD, Saint Louis
University, 2004
• HeeGyoung Song, BA, Duk Sung Women's University,
1991; MA, University of Central Missouri, 2003; PhD,
University of Missouri-Kansas City, 2009
• Robert J. Spaniol, BA, University of Kansas, 1976; BSN,
University of Kansas, 1979; MBA, University of St. Thomas,
1986; PhD, University of Kansas, 2002
• Rebecca G. Spear, BA, University of Missouri-Saint Louis,
• James M. Speck, BSBA, University of Missouri-Saint Louis,
1977; MBA, Lindenwood University, 1977
• William R. Spernow, BS, California State University,
Sacramento, 1988; MBA, California State University,
Sacramento, 1996
• Edward J. Spillane, Jr., professor emeritus; BS, Stonehill
College, 1957; MHA, Saint Louis University, 1962; PhD, Saint
• M. Kathryn Sprague, BS, Florida State University, 1979;
• Meghan E. Sprung, BA, Fontbonne University, 2004; MA,
Faculty
• Jason S. Tapp, BS, Kentucky Wesleyan College, 1998; MS,
Western Kentucky University, 2000
• Justin Tarte, BSEd, University of Missouri-Columbia, 2005;
MA, Lindenwood University, 2009; EdD, Maryville University
of St. Louis, 2011
• Lynn D. Tarvin, BA, Missouri Southern State University,
2002; BA, Missouri Southern State University, 2002; MET,
MidAmerica Nazarene University, 2006
• Amber E.B. Taylor, BA, Washington University, 2004; MEd,
University of Georgia, 2005; PhD, University of Georgia,
2008
• Fred G. Tennant, BSA, University of Arkansas, 1982; MIBA,
United States International University, 1986
• Ellen Tetlow, BA, DePauw University, 1981; MAEd,
Washington University, 1982; MSW, Washington University,
1983
• Stephanie M.K. Thayer, BA, Webster University, 2007;
• Andrew K. Theiling, BS, University of Minnesota-Twin
Cities, 2002
• John D. Theodore, BS, Vanderbilt University, 1963; MA,
Western Kentucky University, 1965; PhD, Aristotelian
University, 1972; PhD, University of Kansas, 1973; DCom,
University of South Africa, 1976
• LeeAnn B. Thomas, BSEd, Emporia State University, 2007;
MA, Emporia State University, 2011; MEd, MidAmerica
Nazarene University, 2013
• Natalie F. Thomas, BSSW, Saint Louis University, 1976;
MAEd, Washington University, 1978; MSW, Washington
University, 1979; MA, University of Missouri-Saint Louis,
1993; PhD, University of Missouri-Saint Louis, 2000
• Emily E. Thompson, professor, chairperson; BA, Duke
University, 1991; MA, University of Pennsylvania, 1993; PhD,
• Stephen R. Thompson, BS, Regis University, 1984; MBA,
Regis University, 1991
• Elizabeth J. Threlkeld, BSN, Texas Christian University,
1984; MSN, University of Pennsylvania, 1993
• Antoinette S. Tierney, BSN, Saint Louis University, 1969;
MEd, The University of Texas at El Paso, 1970; PhD,
University of Dundee, 1972
• Ronald G. Tolleson, BA, Harding University, 1988; MS,
• William E. Tomes, BS, Florida State University, 1976;
MPER, University of South Carolina, 1985
• Christine M. Torlina, BSEd, University of Missouri-Saint
Louis, 1985; MEd, University of Missouri-Saint Louis, 1990
• Deborah L. Torres, BS, University of Maryland, College
Park, 1985; MS, Western International University, 1995; EdD,
• Gerald K. Touslee, MA, University of Missouri-Kansas City,
1985; EdS, University of Missouri-Kansas City, 1988
• Matthew C. Traughber, BA, University of Illinois at UrbanaChampaign, 1998; PhD, University of Northern Colorado,
2007
• Christy B. Treacy, BS, Southern Illinois University
Edwardsville, 1993; MA, Webster University, 2004; DMgt,
• Carolbeth True,
• Nam Truong-Tran, BS, Rutgers, The State University of
New Jersey, 1988; MBA, Lindenwood University, 1991
• Ece Tuncel, associate professor; BS, Middle East Technical
University, 1998; MS, Middle East Technical University,
2000; PhD, University of Illinois at Urbana-Champaign, 2008
• Denna C. Tune, BS, Columbia College, 1998; MA, Webster
University, 2004
• Melissa A. Turner, BS, Missouri State University, 1990; MA,
Ottawa University, 1997
• Paaige K. Turner, associate dean; BS, University of Oregon;
MS, Purdue University; PhD, Purdue University
78
• Christine M. Ude, BS, Fontbonne University, 1987; MS,
Fontbonne University, 1989; EdS, Webster University, 2011
• Mario A. Urquilla, BS, DeVry University, 2008; MBA, Keller
• Ibrahim Vajzovic, MA, Webster University, 2001; DMgt,
• Edward J. Vallorani, BA, Villanova University, 1977; MIB,
• Lucille A. Van Alstine, BA, William Woods University, 1979;
• Alexander van der Haven, MA, Utrecht University, 1997;
MA, Hebrew University of Jerusalem, 2000; PhD, University
of Chicago, 2009
• Vincent V. Vandehaar, BA, Central College, 1978; MBA,
University of Northern Iowa, 1988
• Geoffrey A. VanderPal, BS, Columbia College, 1995;
MBA, Webster University, 1997; DBA, Nova Southeastern
University, 2006
• Albert M. Vargesko, BA, Indiana University of Pennsylvania,
1974; MA, U.S. Army Command and General Staff College,
1991
• Shaughna L. Vaughan, BA, Ottawa University, 1996; MA,
Ottawa University, 1999
• Tameria L. Vickerson, BA, SUNY at Potsdam, 1983; MA,
Webster University, 1984; PhD, Old Dominion University,
2003
• Stephanie A. Vollmer, BSN, Goldfarb School of Nursing
at Barnes-Jewish College, 2010; MSN, Webster University,
2015
• Willem F.N. von Hombracht,
• Katherine A. Vondera, BA, St. Mary’s University, 2002; MA,
Saint Louis University, 2007; MA, Saint Louis University,
2008
• Timothy D. Vonderbrink, BBA, Wichita State University,
• Dana C. Walker, BSB, Emporia State University, 1974;
MBA, Southern Illinois University Edwardsville, 1989; DMgt,
• Karen S. Walsh, BA, University of Missouri-Saint Louis,
1976; MA, University of Missouri-Saint Louis, 1981
• Elizabeth L. Walters, BA, University of Missouri-Columbia,
1994; MA, Loyola Marymount University, 1999
• Jiangping Wang, associate professor; BE, Chongqing
University, 1982; MS, University of Leeds, 1994; PhD,
Missouri University of Science and Technology, 1998
• Laura M. Ward, BS, Missouri State University, 1992; MS,
Missouri State University, 2000
• Stanley L. Warrick, BS, United States Military Academy,
1977; MSM, Lake Forest School of Management, 1989; JD,
• Shirley J. Watkins, BA, Columbia College, 1996; BS,
Columbia College, 1996; MA, Webster University, 1998;
PsyD, Forest Institute of Professional Psychology, 2002
• Philip B. Watlington, BBA, University of Missouri-Kansas
City, 1968; MBA, University of Missouri-Kansas City, 1970
• Dara M. Webb, BA, Northwestern University, 2003; MHA,
• Edythe E. Weeks, BA, University of Missouri-Columbia,
1984; JD, University of Missouri-Columbia, 1987; PhD,
Northern Arizona University, 2006
• Teresa M. Weiersmueller, BSEd University of Missouri-Saint
Louis, 1971; MEd, National-Louis University, 1995
• Susan B. Weitzel, BSEd, University of Missouri-Columbia,
• Cynthia A. Wellington, BS, Southwest Missouri State
• Keith E. Welsh, professor; BA, DePauw University, 1981;
MA, Indiana University Bloomington, 1984; PhD, Indiana
Faculty
• Carl W. Yates III, BS, University of Central Missouri, 1990;
JD, Saint Louis University, 1994
• William T. Yeager, BSEd, Northwest Missouri State
University, 1967; MS, University of Central Missouri, 1975
• Jeanine York-Garesche, clarinetist, Saint Louis Symphony
Orchestra; BMEd, University of Nebraska-Lincoln, 1979; MM,
Saint Louis Conservatory of Music, 1981
• Noriko Yuasa, associate professor; BA, Southeast Missouri
State University, 1995; BFA, School of the Art Institute of
Chicago, 1998; MFA, Minneapolis College of Art and Design,
2000
• Jeanne E. Zack, BSN, Maryville University of St. Louis,
• Hamideh Zakeri, BA, University of Missouri-Columbia, 1990;
• Brian W. Zimmerman, assistant professor; BFA, Kansas
City Art Institute, 2006; MFA, University of California, San
Diego, 2012
• Thomas M. Zygmunt, BSC, Saint Louis University, 1972;
North Carolina
•
• George W. Ayers, BS, Virginia Commonwealth University,
1961; MSSW, Virginia Commonwealth University, 1966; PhD,
Tulane University, 1972
• Josiah R. Baker, BA, University of Central Florida, 1994;
MA, University of Kentucky, 1996; MA, University of Central
Florida, 1999; MA, Catholic University of America, 2001;
PhD, Catholic University of America, 2011
• Harold G. Beverage, Jr., BS, Regents College of the
University of the State of New York, 1995; MA, Webster
University, 1997
• Jerome A. Bittner, AB, Fort Hays State University, 1965;
MGA, University of Pennsylvania, 1966
• Joan A. Bold, BSN, University of San Diego, 1983; MEd,
University of West Florida, 1985; PhD, Walden University,
2012
• Steven K. Brady, BS, University of North Carolina at
Chapel Hill; MA, Liberty University, 1986; MS, Kansas State
University, 2010; JD, Campbell University, 1991
• Antoinette Bridges, BS, North Carolina Wesleyan College,
1999; MS, University of Maryland University College, 2006;
DMgt, University of Phoenix, 2010
• Nicholas J. Chabra, BA, Fairleigh Dickinson University,
1972; JD, George Mason University, 1975
• James V. Davis, BS, North Carolina Agricultural and
Technical State University, 1986; MBA, Webster University,
1996; PhD, Walden University, 2010
• Lawrence A. Davis, BGS, Valdosta State University, 1991;
MPA, Troy University, 2005; PhD, Walden University, 2015
• Kenneth E. Digby, BSBA, Ohio State University, 1958; MBA,
University of Bridgeport, 1971; EdD, Nova Southeastern
University, 1985
• Kenneth F. Duffy, Jr., BA, Southeastern College, 1988; MS,
Nova Southeastern University, 1991; MSW, University of
Central Florida, 1998; PhD, Capella University, 2008
• Joseph D. Fish, BS, University of North Carolina at
Wilmington, 1982; MA, Webster University, 1994; EdD, Nova
• Aloysius M. Gainey, BA, North Carolina Central University,
1983; MA, Webster University, 2004; PhD, North Carolina
• Donald R. Gaylord, AB, Dartmouth College, 1978; MA,
Tulane University, 1982; PhD, Tulane University, 1991
• Daniel T. Gregory, Jr., BA, The Citadel, 1986; MBA,
Webster University, 1989; MA, Columbia University, 1992;
EdD, Columbia University, 1994
• Guy G. Griffaw, BS, Excelsior College, 1996; MA, Webster
University, 1999
79
Faculty
• David Werfelmann, assistant professor; BA, Lawrence
University Conservatory of Music, 2006; MM, Indiana
University Jacobs School of Music, 2009; DMA, University of
Southern California Thornton School of Music
• Patricia R. Werner, RN, BSN, Saint Louis University, 1998;
• David W. Wetzel, BS, Missouri State University, 1985; MBA,
Webster University, 2001; PhD, Regent University, 2009
• Sally H. Whitaker, BSN, Webster University, 2000; MSN,
• Donna M. White, BA, University of Missouri-Saint Louis,
2002; MA, University of Illinois at Urbana-Champaign, 2005
• Christopher L. Wike, BS, Southern Illinois University
Carbondale, 1995; MBA, Webster University, 2000; PhD,
University of North Texas, 2007
• Phyllis Wilkinson, professor; BA, Southern Illinois University
Edwardsville, 1988
• Janice A. Willcox, BSEd, Southeast Missouri State
• Carol R. Williams, associate professor; AB, William Jewell
College, 1985; MAT, Webster University, 1990; PhD,
• Gwyneth I. Williams, professor; BA, Knox College, 1979;
MA, Princeton University, 1982; PhD, Princeton University,
1989
• Jennifer M. Williams, BSN, University of Missouri-Columbia,
1994; MSN, University of Missouri-Columbia, 2001; PhD,
• Kathleen M. Williams, RN, BSN, Southeast Missouri State
University, 1979; MSN, Webster University, 2007
• Andre M. Willis, BS, Truman State University, 1981; MPA,
• David C. Wilson, professor; BA, University of Georgia, 1973;
MA, University of Illinois at Chicago, 1978; MA, University of
California, Los Angeles, 1983; PhD, University of California,
Los Angeles, 1986
• Randall H. Wilson, BBA, University of WisconsinWhitewater, 1980; MA, Illinois State University, 1985
• Phillip P. Wilson, Jr., BBS, Saint Louis University, 1977;
MBA, Webster University, 1988; DMgt, Webster University,
1997
• Serena S. Wilson, BA, University of Tulsa, 2003; JD,
University of Tulsa, 2006
• Patricia A. Winberg, BSN, Avila University, 1974; MS,
• Philippa J. Winkler, BA, London School of Economics,
1975; PhD, University of Bristol, 2004
• Chris J. Winter, BS, Southern Illinois University
Edwardsville, 1988
• Casey A. Wisdom, BS, Fontbonne University, 1996; MS,
Fontbonne University, 1997; EdS, Webster University, 2007
• Paula M. Witkowski-Dieckmann, associate professor; BA,
Webster University, 1976; MS, Fontbonne University, 1984;
PhD, University of Missouri-Saint Louis, 2004
• Randall Woehl, BS, University of South Dakota; MPA,
University of south Dakota, 2001
• Kathleen M. Wolff, BSEd, University of Missouri-Columbia,
1977; MS, SUNY at Buffalo, 1983
• Anthony K. Woods, BA, Oregon State University, 1975; MS,
University of Utah, 1977; PhD, Purdue University, 1984
• Linda M. Woolf, professor; BA, Webster University,
1979; MS, Saint Louis University, 1986; PhD, Saint Louis
University, 1988
• Brenda Wrench, BA, Washington University, 1979; MBA,
• Edward T. Wright, BA, Columbia College, 1987; MA,
Faculty
• Carol D. Hairston, BA, Fayetteville State University, 2004;
MA, Webster University, 2007; DMgt, University of Phoenix,
2011
• Dennis P. Harrison, BA, Hawaii Pacific University, 1994;
• James D. Harriss, Jr., BBA, Sam Houston State University,
1977; MBA, Sam Houston State University, 1978; DBA,
• Hsiaofen Hemstock, BA, National Chengchi University,
1983; MA, Ohio State University, 1989; PhD, Ohio State
University, 1990
• Peter A. Hill, AB, Stanford University, 1973; MA, Columbia
College, 2000; JD, The College of William and Mary, 1978
• Roberta E. Hurmence, BA, University of Maryland, College
Park, 1978; JD, North Carolina Central University, 1982
• Milicia K. Johnson, BS, University of Maryland University
College, 1989; MA, Regent University, 1996; PhD, Capella
University, 2006
• W. Michael Joyce, BS, North Carolina State University,
1972; MMgt, Northwestern University, 1992; PhD, Capella
University, 2011
• Tracie H. Lashley, BS, Strayer University, 2006; MBA,
University of Phoenix, 2008; DMgt, University of Phoenix,
2013
• Jen-Hsiang Lin, BAgr, University of Chinese Culture, 1975;
MS, National Chung-Hsing University, 1977; PhD, North
• Jessica R. Lowery, BA, University of North Carolina at
Pembroke, 2003; MA, Webster University, 2005; PhD,
• Erasmus W. McEady, BA, Chapman University, 1981; MA,
Webster University, 1994; PhD, Capella University, 2009
• Jessica T. Meed, BA, Dartmouth College, 2001; MPA,
Baruch College, 2005; PhD, University of North Carolina at
Chapel Hill, 2012
• Arthur L. Miller, BA, Pacific Lutheran University, 1990; MA,
St. Martins University, 1994; PsyD, Pacific University, 2004
• Tiffany G. Miller, BS, Middle Tennessee State University,
2003; BS, Louisiana State University and A & M College,
2007; JD, Louisiana State University, 2011
• Tonya D. Moore, BA, Saint Leo University, 1996; MPA, Troy
University, 1997; DBA, Argosy University, 2006
• Richard A. Nida, BA, Marshall University, 1968; MA, Ohio
University, 1974; PhD, Ohio University, 1976
• Monica S.Z. Osburn, BA, Rowan University. 1992; MA, The
College of New Jersey, 1998; PhD, University of Arkansas,
2002
• Jerry D. Powell, AB, William Jewell College, 1975; MDiv,
Midwestern Baptist Theological Seminary, 1978; MS,
Columbus State University, 1998; DMin, Midwestern Baptist
Theological Seminary, 1989
• Eric S. See, BS, Bowling Green State University, 1992; MS,
University of Cincinnati, 1994; PhD, Indiana University of
Pennsylvania, 2001
• Frank Signorile, Jr., BS, Excelsior College, 1984; MPA,
• Roland D. Slater, BA, University of South Carolina, 1989;
MS, National Graduate School of Quality Management,
Inc., 2008; DBA, National Graduate School of Quality
Management, Inc., 2011
• Gwendolyn L. Smith, BS, University of Maryland University
College, 1999; MS, Capella University, 2015; JD, Indiana
• Walter H. Timm, Jr., BSEd, North Carolina State University,
1970; MEd, North Carolina State University, 1970; EdD,
North Carolina State University, 1977
• Richard E. Tyler-Walker, Jr., BA, University of Virginia,
1990; MA, James Madison University, 1995; EdS, James
Madison University, 1996; PhD, North Carolina State
University, 2002
80
• Umesh C. Varma, BS, Kanpur University, 1977; BS, Western
International University, 1989; MS, Jackson State University,
1989
• Wendy C. Vonnegut, BA, University of North Carolina
Wilmington, 1986; JD, Mercer University, 1989
• Dan B. Wait, BS, Western Carolina University, 1972;
MAE, East Carolina University, 1982; EdS, East Carolina
University, 1985; EdD, University of Wyoming, 1999
• Jeffrey D. Wilke, BA, Saint Leo University, 2003; MBA, Saint
Leo University, 2004; DBA, Argosy University, 2014
• Lisa D. Wright, BS, University of Maryland, College Park,
2006; MBA, Trident University International 2007; DBA,
Baker College, 2013
• Andrew H. Ziegler, Jr., BS, Florida State University, 1974;
MA, University of Florida, 1984; PhD, University of Florida,
1987
Oklahoma
• Darrell D. Ames, Jr., BS, Wayland Baptist University, 1994;
MS, University of Oklahoma, 2002
• Leo J. Baxter, PhB, University of North Dakota, 1969; MA,
• James W. Chester, BS, University of Science and Arts of
Oklahoma, 1968; MBA, Western New England College,
1973; EdD, Oklahoma State University, 1980
• Ferdinand A. Erolin, BSBA, University of Phoenix, 1994;
MBA, University of Phoenix, 1999; MEd, University of
Oklahoma, 2011
• Robert E. Farrell, BBA, University of Central Oklahoma,
1982; MBA, University of Central Oklahoma, 1985
• Paul W. Gaasbeck, BS, United States Military Academy,
1984; MS, Colorado School of Mines, 1995
• Charles S. Hardy II, BS, Southern Nazarene University,
2014; MBA, Southern Nazarene University, 2011
• Eddie C. Henderson, BS, Cameron University 2000; MA,
• Kevin Henson, BA, Monmouth College, 1978; MEd,
• Becky R. Holland, BAcct, Cameron University, 1999; MBA.
Cameron University, 2001
• Willie E. Johnson, Jr., BS, Southern Illinois University
• Gayle A. Kearns, BS, University of Oklahoma, 1973;
MBEd, University of Oklahoma, 1975; EdD, Oklahoma State
University, 1988
• Sandra Kunz, BS, Cameron University, 1994; MSA, Central
Michigan University, 1996
• Justin R. Lewis, BBA, University of Oklahoma, 2004; MBA,
• Glenna A. Lunday, BAcct, University of Oklahoma, 1978;
MBA, Southwestern Oklahoma State University, 1984
• Alan C. McIntyre, BBA, University of Houston - Downtown,
1976; MBA, University of Houston - Downtown, 1979
• Jerry R. McMahan, BS, Georgia State University, 1970;
MPA, University of Oklahoma, 1982; MBA, Oklahoma City
University, 1992; EdD, Oklahoma State University, 1999
• Frank W. Nelson, BS, Oklahoma State University, 1970;
MS, Oklahoma State University, 1973; EdD, Oklahoma State
University, 1980
• Irma J. Newburn, BS, Cameron University, 2002; JD,
• Alvin W. Peterson, Jr., BA, Washington State University,
1986; MPA, University of Oklahoma, 2005; PhD, Northcentral
University, 2014
• Rodolfo M. Sanchez, Jr., BS, Southern Illinois University
• Jimmy H. Smith, Jr., BS, Park University, 2007; MA,
• Lawrence J. Stetz, BS, University of Nebraska-Lincoln,
1991; MS, Air Force Institute of Technology, 1999
Faculty
• James A. Weselek, BS, Embry-Riddle Aeronautical
University, 2001; MS, Southeastern Oklahoma State
University, 2010; MBA, Mid-America Christian University,
2013
• Jeffery B. Willingham, BS, Excelsior College, 2010; MBA,
Excelsior College, 2015
• Wanda Witten, BS, Campbell University, 2001; MSA, Central
• Anthony W. Yeatts, BS, United States Military Academy,
1998; MA, University of Oklahoma, 2011
• Toni D. Young, BBA, Abilene University, 1981; BBA, Abilene
University, 1985; MS, Trinity University, 1998
•
South Carolina
81
Faculty
• Andrea L. Abercrombie, BA, Clemson University, 1990;
MSW, University of South Carolina, 1994
• Christian K. Anderson, BA, University of Utah, 1995; MPA,
University of Utah, 1998; PhD, Pennsylvania State University,
2007
• James P. Anderson, BA, Erskine College, 1973; MPH,
• Nicholas J. Anderson, BS, South Carolina State University,
1979; MA, Webster University, 1990; MSS, U.S. Army War
College, 2000; PhD, Capella University, 2008
• Alicia M. Anderson-Brown, BS, Empire State University,
2005; MS, University of Wisconsin-Madison, 2006; MS,
Capella University, 2009; PhD, Capella University, 2016
• Ayokunle O. Awosanya, BSEE, Florida A&M University,
1987; BS, Florida A&M University, 1991; MS, Clark Atlanta
University, 1995; PhD, Florida State University, 2001
• Gwendolyn Babb, BS, Presbyterian College, 1985; JD,
• Catherine M. Badgett, BA, College of Charleston, 1994; MA,
• Lynn M. Bailey, AB, Guilford College, 1973; MA, University
• Lydia C. Bailey-Padgett, BA, Clemson University, 1994;
MEd, University of South Carolina, 1997; EdS, University of
• Sharon V. Balcome, BS, Virginia Commonwealth University,
1969; MAEd, Western Carolina University, 1973; PhD,
• Jennie P. Band, BSEd, University of South Carolina, 1969;
MM, Florida State University, 1971; MEd, University of
Georgia, 1974; PhD, University of South Carolina, 1996
• Larry Barker, BA, Coker College, 1987; MEd, University of
South Carolina, 1994; EdS, University of South Carolina,
1994; PhD, University of South Carolina, 2000
• Mark S. Barnes, BA, University of South Carolina, 1982;
MBA, University of South Carolina, 1990
• Floyd E. Bell, Jr., BS, University of South Carolina, 1970;
MA, East Carolina University, 1976; PhD, University of South
Carolina, 1978
• Frankie L. Bellamy, BSBA, Coastal Carolina University,
• Maxwell A. Boafo, BS, Lincoln University, 1995; MBA,
Lincoln University, 1987; PhD, Andrew Jackson University,
2007
• Joseph C. Bonacci II, BA, Slippery Rock University, 1990;
MA, Slippery Rock University, 1993; MHrM, Saint Francis
University, 2002
• Rachel C. Bourke, BS, University of South Carolina,1997;
• Vincent M. Brennan, BA, Manhattan College, 1966; MBA,
Fairleigh Dickinson University, 1978
• Andy R. Brown, BA, Campbell University, 1996; MSS,
United States Sports Academy, 1999; EdD, Argosy
University, 2007
• Willie J. Brown, BS, Southern Illinois University Carbondale,
1991; MSA, Central Michigan University, 1999
• Michael E. Brown, Jr., AB, Tri-County Technical College,
1992; BBA, Montreat College, 2002; MS, Southern Wesleyan
University, 2004
• Tonia Buie, BS, Shaw University; MS, Capella University
• John F. Burwick, BS, Coker College, 1997; MA, Webster
University, 2001
• Bruce C. Busbee, BA, University of South Carolina, 1983;
MPH, University of South Carolina, 1998
• Kimberly Butler-Willis, BS, University of South Carolina,
2005; MPH, University of South Carolina, 2008
• Catherine A. Cameron, BS, Point Park University, 1993;
MBA, Point Park University, 1999; PhD, Trident University
International, 2006
• William R. Cann, BA, Clemson University, 1970; MAcct,
• Tracye L. Carico, BA, William Woods University, 1992; MS,
• Vivian W. Carper, BBA, Campbell University, 1990; MBA,
• Delores B. Cauthen, core faculty; BS, University of South
Carolina, 1975; MEd, University of South Carolina, 1976;
PhD, Walden University, 1993
• Kathryn M. Chamlee, BS, Mars Hill College, 1977; MDiv,
Southeastern Baptist Theological Seminary, 1981
• Diane M. Clark, BS, SUNY College at Geneseo, 1975;
MS, Canisius College, 2000; PhD, The University of North
Carolina at Charlotte, 2006
• Nolan P. Clark, Jr., BS, Methodist University, 1986; MA,
Webster University, 1994; MHA, Baylor University, 1997
• Thomas D. Cockrell, BSBA, University of South Carolina,
• Anthony B. Coleman, BA, Southern Illinois University
Carbondale, 2003; MHA, Medical University of South
Carolina, 2006
• Donald D. Copley, Jr., BA, American Military University,
2004; MA, Webster University, 2005; PhD, Walden
University, 2014
• George E. Counts, BA, University of South Carolina, 1983;
JD, University of South Carolina, 1986
• Robert D. Cowley, AB, East Carolina University, 1967; MS,
University of Georgia, 1972; PsyD, Wright State University,
1987
• Kenneth B. Craib, BS, University of Houston - Downtown,
1967; MA, San Jose State University, 1982
• Brian L. Craven, BSBA, University of South Carolina, 1996;
JD, John Marshall Law School, 2002
• Cynthia S. Crawford, BA, Lipscomb University, 1978; MS,
The University of Tennessee at Chattanooga, 1994; EdS,
University of West Georgia, 2003; PhD, The University of
Tennessee, 2008
• Marcus W. Crawford, BS, Limestone College, 2001; MA,
Webster University, 2005; MBA, Webster University, 2005
• Judith P. Croxton, BS, Huntingdon College, 1968; MS, Troy
University, 2005
• Wesley C. Davidson, BIE, Kettering University, 1970; MBA,
• James H. Davis, BS, Regents College of the University of
the State of New York, 1990; MBA, Charleston Southern
University, 1995
• Marzell S. Davis, BS, Southern Illinois University
Carbondale, 1987; MSEd, Southern Illinois University
Carbondale, 1990; PhD, Southern Illinois University
Carbondale, 1995
• Robin R. Davis, BS, South Carolina State University, 1986;
MBA, Alabama Agricultural and Mechanical University, 1989;
• Wondwossen S. Degefu, BS, Addis Ababa University, 2005;
MS, Maharishi University of Management, 2013
• Miriam P. Dicks, BA, University of North Carolina at Chapel
Hill, 2000; MHA, University of South Carolina, 2005
Faculty
• Chandra E. Dillard, BS, Winthrop University, 1987; MPA.
• M. Sean Dolan, BA, Thomas A. Edison State University,
2005; MS, Walden University, 2006; PhD, Walden University,
2010
• Richard M. Driscoll, BA, Clarkson University, 1972; MBA,
University of Dayton, 1980
• John A. Dukes, BA, University of Texas at Austin, 1972;
MPA, University of South Carolina, 1975; PhD, University of
• Benjamin I. Duncan II, BS, Benedict College, 1984; MPA,
• John D. Edens, BS, Clemson University, 1979; BS, Clemson
University, 1985; MBA, Georgia College, 1983
• Rodney L. Edmond, BS, Eastern Michigan University, 2002;
MA, Webster University, 2004; MA, Webster University,
• Pinkney B. Epps, BS, South Carolina State University,
1995; MPH, University of South Carolina, 2004; EdD, Argosy
University, 2014
• Mary A. Fey, BAEd, University of Kentucky, 1972; MEd,
University of South Carolina, 1988; EdS, University of South
Carolina, 1999
• Kelley R. Fields, BS, South Carolina State University, 2000;
MA, South Carolina State University, 2004; EdD, Nova
• Mark A. Fields, BSBA, University of South Carolina, 1976;
• Jonathan S. Fletcher, BA, University of the South, 1968;
MS, University of South Carolina, 1972; PhD, Pennsylvania
• Kenneth A. Fox, BBA, University of Cincinnati, 1969; MBA,
• Patricia C. Freeman, BA, University of North Carolina at
Chapel Hill, 1975; MS, Western Carolina University, 1993;
EdD, North Carolina State University, 1997
• Vivian R. Gallman-DeRienzo, BS, Francis Marion
University, 1985; MA, Webster University, 1991; PhD,
• Robert S. Gates, BA, Saint Leo University, 2006; MBA, Saint
Leo University, 2009; MA, Webster University, 2013; MA,
• Jessica S. Gawler, BS, University of South Carolina, 2009;
MAcct, University of South Carolina, 2010
• Avies G. Gennaro, BA, Vanguard University of Southern
California, 1999; MA, Webster University, 2004
• Rebecca A. George, visiting instructor; BS, Benedict
College, 1998; MA, South Carolina State University, 2000;
PhD, University of South Carolina, 2007
• Levern Gerald, BA, South Carolina State University, 1972;
• Jonathan M. Goodman II, BS, Virginia Military Institute,
1994; MBA, Webster University, 2007; DBA, Argosy
University, 2014
• Darren P. Gore, BS, University of South Carolina, 1992;
MBA, Winthrop University, 2001
• Deborah L. Grant-James, BA, South Carolina State
University, 1983; MEd, The Citadel, 1990
• Eric Graves, BA, Wofford College, 1996; MBA, Webster
University, 2000
• Harpal S. Grewal, BS, Punjab Agricultural University, 1973;
MS Punjab Agricultural University, 1975; PhD, Ohio State
University, 1983
• David C. Haar, BBA, Campbell University, 1990; JD,
• Hamilton R. Haldi, BS, University of Illinois at UrbanaChampaign, 1995; JD, University of Illinois at UrbanaChampaign, 1998
• David P. Hale, BS, Westfield State College, 1984; MBA, City
University of Seattle, 2002; DMin, American Christian College
and Seminary, 2005; PhD, Northcentral University, 2008
82
• Robert M. Hardison, BA, Syracuse University, 1984; BS,
Excelsior College, 1985; MS, University of Findlay, 2007; MA,
• Dexter G. Harlee, BGS, Indiana University Bloomington,
1999; MA, Webster University, 2001; PhD, Capella
University, 2006
• Richard G. Hawk, BSBA, Clarion University of Pennsylvania,
1974; MBA, Clarion University of Pennsylvania, 1979
• Mattie B. Haynes, BA, University of South Carolina, 1998;
• Deborah D. Hazzard, BA, North Carolina State University,
1991; MBA, Winthrop University, 1997; EDBA, Georgia State
University, 2012
• Harold M. Heidt, BA, The Citadel, 1975; MA, Middle
Tennessee State University, 1979; EdD, Vanderbilt
University, 1984
• Rolf Hemmerling, BA, Northwestern University, 1964; MA,
Roosevelt University, 1973
• Yucel T. Henderson, BFA, Bilkent University, 1994; MA,
Webster University, 2010; DMgt, Colorado Technical
University
• Patricia A. Henley, BA, City College of New York, 1992; JD,
Illinois Institute of Technology, 1997
• Debra E. Henninger, BA, North Carolina State University,
2000; MA, Fordham University, 2004; PhD, Fordham
University, 2006
• Camuy G. Heremuru, BSBA, Troy University, 1995; MS,
Troy University, 2003; DSL, Regent University, 2010
• Elliot J. Herman, BA, Northwestern University, 1973; MA,
Western Kentucky University, 1975; PhD, Northwestern
University,1978
• Trasha N. Hickman, BA, Spelman College, 1999; JD, North
• Steven E. Hicks, BS, The Citadel, 2000; MAcct, Auburn
University, 2013
• Joseph C. Hightower, BS, South Carolina State University,
1977; MPA, Troy University, 1988; MS, United States Army
War College, 2001
• Bridget A. Hollis, BS, Albany State University, 1994; MA,
South Carolina State University, 1996; RhD, Southern Illinois
University Carbondale, 2001
• Walter C. Howard, BA, Paine College, 1970; MS, Fort Valley
State University, 1971; PhD, University of Alabama, 1977
• Rodney B. Hudson, BBA, Memphis State University, 1982;
EMBA, Christian Brothers University, 2001
• Ronald Hunady, core faculty; BSBA, Bowling Green State
University, 1961; MBA, Bowling Green State University,
1965; PhD, Michigan State University, 1972
• Lloyd H. Ingram, BA, University of Colorado Boulder, 1961;
MEd, Georgia State University, 1983; PhD, University of
Georgia, 1987
• Brandy L. James, BS, College of Charleston, 1999; MS,
College of Charleston, 2000
• Robert M. Johnson, BS, United States Military Academy,
1975; MALD, Tufts University, 1983; MBA, Georgetown
University, 1997
• Alice A. Jones, BS, South Carolina State University, 1986;
2002
• Amanda R. Jones, BSN, University of Mary Hardin-Baylor,
1993; MA, Webster University, 2000; MSN, Drexel University,
2003; EdD, Nova Southeastern University, 2005
• Tanesha L. Jones-Boyd, BS, Lander University, 2004; MA,
South Carolina State University, 2007
• David A. Kahn, BS, Western Carolina University, 1984; MS,
North Carolina A&T State University, 1988; PhD, University
• Donald G. Karns, BA, Southern Wesleyan University, 1979;
MA, Southern Wesleyan University, 1994
Faculty
• Eugene S. Odom, BA, Methodist University, 1970; MEd,
• Stacey L. Olden, BA, York College, 1993; MA, South
• Joseph C. Onyeocha, BS, Wilberforce University, 1979;
MBA, Wright State University, 1982
• Patrick L. Owens, BSBA, University of South Carolina,
1990; MBA, Webster University, 1992; DBA, Nova
• Kristi F. Padgett, BA, University of South Carolina, 1997;
MEd, Clemson University, 1999
• Frances J. Pearce, BS, Elon University, 1987; MS,
University of Charleston, 1998
• James W. Pearson, BS, East Tennessee State University,
1966; MA, Florida State University, 1968; EdD, Nova
• Rodney E. Pennamon, instructor; BS, Illinois State
University, 1983; MEd, Springfield College, 1997; PhD, The
University of Georgia, 2014
• Kelly M. Perritt, BA, University of South Carolina, 2002;
MMC, University of South Carolina, 2007
• John P. Perry, BGS, University of South Carolina, 1978;
• Grover C. Pilot, BS, South Carolina State University, 1996;
MA, South Carolina State University, 1999; MEd, South
Carolina State University, 2002; EdS, South Carolina State
University, 2008; EdD, South Carolina State University, 2011
• Ezell Pittman, BS, Florida A&M University, 1959; MA,
Columbia University, 1964; PhD, University of South
Carolina, 1983
• Dean L. Prentice, BSN, Oral Roberts University, 1988; MA,
Webster University, 2001; DHA, University of Phoenix, 2015
• Portia A. Prioleau, BS, George Williams College, 1985;
MS, The University of Alabama at Birmingham, 1989; MBA,
University of the Incarnate Word, 1991
• William N. Pruitt, Jr., BS, University of Arkansas at Pine
Bluff, 1963; MA, Eastern Michigan University, 1970; PhD,
• Melvin Ransom, BA, Claflin University 1976; MA, South
Carolina State University, 1981; PhD, Union Institute &
University, 1995
• Michelle J. Richardson, BS, University of Maryland
University College, 2009; MBA, Webster University, 2011
• Robert W. Richardson, BA, Colby College; MS, New York
University, 1993
• Paul V. Richter, BA, Samford University, 1968; MA, Webster
University, 1978
• Jon M. Rogers, BS, Clemson University, 1964; MS,
Clemson University, 1966
• Catherine B. Ross, BA, Limestone College, 1973; MSW,
Tulane University, 1974; PhD, Tulane University, 1985
• Dan G. Ruff, Jr., AB, Newberry College, 1972; MA,
University of South Carolina, 1975; MPA, University of South
Carolina, 1980; PhD, University of South Carolina, 2000
• James S. Sanders, BA, The Citadel, 1981; MA, Webster
• David P. Sarnoff, AB, Harvard University, 1975; MSEd,
1982
• Julie M.C. Schendel, core faculty; BA, Clemson University,
2008; MEd, Clemson University, 2010
• Sharon E. Setzer, BAcct, High Point University, 2000; MBA,
High Point University, 2003
• Edward G. Sherbert, BTET, Southern Polytechnic State
University, 1973; MBA, Berry College, 1979; DBA, Nova
• Keya L. Simon, BS, Limestone College, 2006; MBA,
Webster University, 2007; DBA, Argosy University, 2012
• Delbert H. Singleton, Jr., BS, University of South Carolina,
1983; JD, University of South Carolina, 1987
83
Faculty
• Don F. Keller, BS, Southeast Missouri State University,
1962; MA, Southeast Missouri State University, 1968; EdD,
• Rickey H. King, BSBA, University of South Carolina, 1987;
MBA, Winthrop University, 1998
• Chadwick K. Knight, MHAD, Armstrong State University,
2011; PhD, University of South Carolina, 2014
• Richard D. Lab, Jr., BA, University of South Carolina, 1987;
• Christie R. Larke, BA, Converse College, 1994; MA,
Webster University, 1995; EdD, Argosy University, 2006
• Timothy A. Laskis, BA, Rutgers, The State University of
New Jersey, 1995; MA, California School of Professional
Psychology, 2000; PhD, Alliant International University, 2003
• Joyce T. Latham, BS, Central State University, 1970; MAT,
John Carroll University, 1973; MBA, North Texas State
University, 1985
• E. Wayne Ledbetter, Jr., BSBA, University of South
Carolina, 1979; MBA, Clemson University, 1988
• Thomas T. Lewandowski, AB, Wofford College, 1965; JD,
• Peter H. Lewis, BA, Swarthmore College, 1989; MA, Alliant
International University, 2009; PsyD, Alliant International
University, 2011
• Anthony J. Lolas, BS, United States Air Force Academy,
1967; MBA, University of California, Los Angeles, 1968; EdS,
Troy University, 1980; PhD, University of South Carolina,
1994
• Peter D. Lucash, BA, New York University, 1976; MBA,
Columbia University, 1978; MPH, Columbia University, 1980
• Jametta S Magwood, BS, University of South Carolina,
2008; MPH, University of South Carolina, 2010
• Julie M.L. Martin, BA, University of South Carolina, 2002;
MAT, University of South Carolina, 2003; EdS, University
of South Carolina, 2006; PhD, University of South Carolina,
2012
• Robert P. Massa, BS, Bradley University, 1969; MBA,
Bradley University, 1997
• Mary Jo McInerny, BS, College of Charleston, 1981; MA,
Rollins College, 1984
• Cherilyn T. McIntee, MS, University of Maryland-University
College, 2012
• Barbara M. Melton, BS, Charleston Southern University,
1988; MEd, The Citadel, 1991
• Hardy L. Merritt, BA, Southeast Missouri State University,
1966; MPA, University of South Carolina, 1977; PhD,
• Melvin T. Miller, BSBA, University of South Carolina, 1988;
• Antoinette P. Milton, BA, University of South Carolina,
1992; MBA, Strayer University, 2008; DBA, Argosy
University, 2015
• O'Tasha L. Morgan, BS, Oral Roberts University, 1994;
MEd, University of South Carolina, 1998; EdS, University
of South Carolina, 2001; PhD, University of South Carolina,
2011
• Clare F. Morris, BA, Furman University, 1983; MA,
• Ervena C. Muller, BS, Morris College, 2000; MS, Troy
University, 2002
• Melissa A. Muse, BS, University of Pittsburgh, 1992; MS,
Southwestern Oklahoma State University, 1993; EdD, Nova
• Robert C. Nelson, BA, Whitworth College, 1977; PsyD,
United States International University, 2000
• Laura K. Newton, BS, Southern Wesleyan University, 2003;
MBA, Southern Wesleyan University, 2005; DMgt, University
of Phoenix, 2014
• Wanda Nunn, BA, College of Charleston, 1986; MEd,
University of South Carolina, 1992; EdS, University of South
Carolina, 1999
Faculty
• Gerald H. Smalls, BS, South Carolina State University,
1988; MBA, Clark Atlanta University, 1990; LLM, Georgetown
University, 2005; JD, Howard University, 1998
• Alexanderia T. Smith, instructor; BA, University of North
Carolina, 1999; MEd, University of Georgia, 2001; PhD,
• Jarrell M. Smith, BA, Georgia Southern University, 1968;
MA, Ball State University, 1973; PhD. University of South
Carolina, 1980
• Jerome Smith, BA, Saint Leo University, 1987; MS, Golden
Gate University, 1988
• Jerry H. Smith, BS, Metropolitan State College of Denver,
1994; MA, Campbell University, 2002; PsyD, University of the
Rockies, 2009
• David S. Snyder, BS, Salisbury State University, 1980; MA,
Webster University, 1985; PhD, University of South Carolina,
2000
• David Staten, BS, South Carolina State University, 1992;
MA, South Carolina State University, 1994; PhD, University
of Iowa, 1998
• Carl W. Stent, BS, University of South Carolina, 1987; JD,
• Vincent J. Stovall, BS, Southern Illinois University
• Caleisha N. Stuckey, BS, North Carolina Agricultural and
Technical State University, 2000; JD, University of Maryland,
2009
• Lawrence A. Stuenkel, BS, Northern Illinois University,
1965; MS, Northern Illinois University, 1967
• Nikunja K. Swain, BS, Sambalpur University, 1977; MS,
Sambalpur University, 1979; MS, North Carolina State
University, 1986; PhD, University of North Dakota, 1995
• Violet E. Sweat, BA, University of South Carolina, 1978;
MRC, University of South Carolina, 2002
• Timothy D. Terrell, BS, Clemson University, 1994; MA,
Clemson University, 1995; PhD, Auburn University, 1998
• Tammara P. Thomas, BA, Southern Illinois University
Carbondale, 1997; MS, Southern Illinois University
Carbondale, 2000; PhD, University of Iowa, 2013
• Tasha B. Thompson, BA, University of Southern Mississippi,
2003; JD, Mississippi College, 2006
• Aaron Trammell, Jr., BS, Mount Olive College, 2005; MS,
Florida Institute of Technology, 2013; MBA, Florida Institute
of Technology, 2013
• William O. Tripp, Jr., BS, Florida International University,
1988; MHRD, Clemson University, 1999
• Stacy L. Truelove, BS, Park University, 2004; MSA, Central
• James E. Tulio, BS, Saint Leo University, 2003; MS,
Wilmington University , 2005
• Ronald J. Underwood, BS, Limestone College, 1999; MS,
Southern Wesleyan University, 2004
• Aseniah M. Wallace, BS, North Carolina Central University,
1973; MBA, Anna Maria College, 1983
• Robert N. Wallace III, BS, North Carolina Agricultural and
Technical State University, 1970; MA, Webster University,
2006
• Jean Weingarth, BS, Florida State University, 1985; MAT,
University of South Carolina, 2005; PhD, University of South
Carolina, 2011
• Helen E. Wheeler, BA, Newberry College, 1971; MM, Florida
State University, 1973; MEd, The Citadel, 1993
• Michael R. White, BS, Bob Jones University, 1976; MBA,
University of Houston, 1980; EdD, Bob Jones University,
1998
• Cynthia M. Wiggins-Peppers, BA, Shaw University, 2001;
MA, North Carolina Central University, 2004; EdD, Argosy
University, 2009
• Samuel L. Wilkins, BA, Furman University, 1975; JD,
84
• Terri L. Williams, BS, Howard University, 1983; MEd,
Howard University, 1984; PhD, University of South Carolina,
2005
• David R. Wolter, BS, Southern Illinois University
Carbondale, 1977; MA, Central Michigan University, 1978
• Karen A. Woodfaulk, BFA, Barry University, 1974; MA,
New Mexico Highlands University, 1975; PhD, Florida State
University, 1987
• Angela S. Woods, BS, South Carolina State University,
1988; MSN, University of Phoenix, 1998; DHS, Nova
• Helen B. Woods, BS, University of South Carolina, 1977;
MHA, University of South Carolina, 2003
• Tamerat Worku, BA, Gannon University, 1978; MA,
University of South Carolina, 1981; MA, Webster University,
1998
• Brent B. Wunderlich, BS, Rensselaer Polytechnic Institute,
1981; MBA, Syracuse University, 1987
• Constella H. Zimmerman, AB, Benedict College, 1970;
MEd, University of Virginia, 1978; EdD, Rutgers, The State
University of New Jersey, 1998
•
Tennessee
• Johnny R. Adams, BA, Southern University and Agricultural
and Mechanical College, 1991; MSA, Central Michigan
University, 1999; MPA, Troy University, 2001
• Etido O. Akpan, BS, Freed-Hardeman University, 1995;
BBA, Freed-Hardeman University, 1995; MBA, Union
University, 2001; DBA, Argosy University, 2004
• Ezell W. Allen, BS, Alcorn State University, 1996; MS,
Tennessee State University, 1999
• Brandi D. Bell, BS, The University of Tennesse at
Chattanooga, 1999; MBA, University of Phoenix, 2006
• Daniel M. Brandon, Jr., BS, Case Western Reserve
University, 1968; MS, University of Connecticut, 1970; PhD,
University of Connecticut, 1973
• Harriet J. Browning, BSBA, Christian Brothers University,
1991; MS, University of Arkansas at Little Rock, 2000
• Matthew G. Buyer, BS, Crichton College, 1991; JD,
University of Memphis, 1999
• Ryan E. Byrne, BBA, University of Mississippi, 1989; JD,
University of Mississippi, 1994
• Deborah L. Camp, BA, University of Memphis, 1971; MA,
• Katherine W. Causey, BS, Southern University, 1983; MSM,
Troy University, 1994; DBA, Argosy University, 2005
• Joey D. Edwards, BS, The University of Tennessee at
Martin, 1995; MBA, The University of Tennessee at Martin,
1995; MDiv, Memphis Theological Seminary, 2005; DMin,
Memphis Theological Seminary, 2010
• Homer C. Elam, BS, Park University, 2012; MA, Webster
University, 2013
• Mark B. Gardner, BSBA, University of Arkansas, 1988;
• Johnnie D. Green, BA, Philander Smith College, 1998; BBA,
Philander Smith College, 1998; MBA, Webster University,
• Lynn A. Harcarik, BS, Victory University, 2001; MS, Troy
University, 2005
• Joe D. Hollingsworth, BSBA, The University of Tennessee
at Martin, 2001; MBA, The University of Tennessee at Martin,
2002
• Jeffrey D. Jacob, BA, Hamilton College, 1978; MIM,
American Graduate School of International Management,
1986
• Danny W. Kail, BA, Memphis State University, 1980; JD,
Memphis State University, 1983
• William T. Marshall, Jr., BS, Troy University, 1999; MS,
Troy University, 2000; MDiv, Mid-America Baptist Theology,
2011
Faculty
Texas
•
• Tawny L. Aguirre, BBA, New Mexico State University, 1986;
MBA, New Mexico State University, 1991; MA, New Mexico
• Brian K. Anderson, BS, University of New Mexico, 1985;
MS, Air Force Institute of Technology, 1991
• Hector Aranda, BA, University of Texas at El Paso, 1970;
MBA, Sul Ross State University, 1977
• David M. Ash, BBA, University of Texas at El Paso, 1978;
MBA, University of Texas at El Paso, 1981
• Ricky S. Azar, BBA, University of Texas at El Paso, 1979;
MAcct, University of Texas at El Paso, 1990
• Mildred A. Balanciere, BS, North Carolina A&T State
University, 1974; MS, Chapman University, 1994
• Fred Barrera, Jr., BBA, St. Mary’s University, 1965; MBA,
St. Mary’s University, 1976
• Barry M. Beard, BSBA, University of South Carolina, 1983;
MSM, Lesley University, 1995
• Fred M. Belanger, BS, United States Military Academy,
1965; MS, University of California, Davis, 1972
• Arnold Bellow, BA, San Francisco State University, 1974;
MA, University of San Francisco, 1981
• Rebecca R. Bilbe, BS, University of Texas at El Paso, 1979;
MEd, University of Texas at El Paso, 1988
• Robert F. Bories, Jr., BA, University of Maryland, College
Park, 1966; MHA, Baylor University, 1978
• John K. Bosire, BS, Prairie View A&M University, 200; MBA,
Dallas Baptist University, 2005; PhD, Walden University,
2015
• Kathryn L. Brennan, BA, University of Montana, 1978; MEd,
University of Texas at El Paso, 1981
• Halbert Brown, Jr., BS, University of the State of New York,
1997; MBA, Embry-Riddle Aeronautical University, 2003
• Brenya T. Buchalski, BA, Johns Hopkins University, 1983;
MA, St. Mary's University, 1998; JD, University of Maryland,
Baltimore, 1986
• Margaret A. Buck, BA, Pennsylvania State University, 1973;
MBA, University of West Florida, 1978; PhD, University of the
Incarnate Word, 2006
• Richard G. Bunch, BSLE, Southwest Texas State
University, 1974; MA, Wichita State University, 1979; MBA,
Maryville University of St. Louis, 1990
• Nonie C. Cabana, BSOE, Wayland Baptist University, 1978;
MS, Troy University, 1983; MA, U.S. Naval War College,
2000
• Mario E. Caire, BA, University of Texas at Austin, 1992;
MS, University of Texas at El Paso, 2003; PhD, University of
Texas at El Paso, 2012
• Melissa M. Carrillo, BA, University of Texas at El Paso,
2003; MPA, University of Texas at El Paso, 2006
• Evangelina Castellano, BBA, University of Texas at El
Paso, 2001; MEd, University of Texas at El Paso, 2011
• Reynolds N. Cate, BA, University of Texas at Austin, 1965;
JD, University of Texas at Austin, 1970
• Joseph B. Christopherson, AB, William Jewell College,
1981; MA, Houston Baptist University, 1992; EdD, Grand
Canyon University, 2013
• William J. Cojocar, BA, Kent State University, 1985; MA,
Boston University, ; PhD, Capella University, 2008
• Marcus L. Cooley, BS, Mississippi State University, 1997;
MS, Troy University, 2001; MA, Air University, 2010
• Anthony S. Cooper, BS, North Georgia College and State
University, 1993; MBA, University of Georgia, 2003
• David A. Covington, BAAS, Southwest Texas State
University, 1997; MS, Texas A&M University, 2003
• Susan M. Cox, BS, Virginia Commonwealth University,
1986; MBA, University of Maryland University College
• Jesus Cuellar Fuentes, BS, Instituto Politecnico Nacional,
1977; MS, University of Texas at Austin, 1983; MS,
University of Wisconsin-Madison, 1990; PhD, Baylor
University, 2008
• Daniel J. Davied, BS, Pittsburg State University, 1980; MBA,
1999
• John A. De La Garza, BAS, Our Lady of the Lake University,
1982; MS, Texas A&M University, 2002; PhD, Texas A&M
University, 2011
• Gloria M. Donovan, BS, Illinois State University, 1981; MBA,
• Phillip D. Douglas, BS, Excelsior College, 1997; MA,
Excelsior College, 1998; MEd, National-Louis University,
2000; PhD, Trident University International, 2011
• Vinicky A. Ervin, BAAS, Texas State University-San
Marcus, 2003; MA, American Military University, 2005
• Ernesto Escobedo, Jr., BBA, Angelo State University, 1989;
MBA, University of Texas at Austin, 1992; PhD, Capella
University, 1999
• Clifford J. Ferby, BS, Park University, 2001; MA, Webster
University, 2002; EdD, University of Phoenix, 2013
• Melisa L. Fleming, BS, University of Maryland University
College, 1997; MA, St. Mary's University, 2000; PhD., St.
• Chad A. Garcia, BBA, University of Texas at San Antonio,
2002; MBA, Wright State University, 2005
• Henry F. Garcia, BA, St. Mary’s University, 1969; MA, St.
Mary’s University, 1974
• Sharon K. Garcia, BA, University of St. Thomas, 1978; MA,
St. Mary's University, 1980; MA, St. Mary’s University, 1985;
PhD, St. Mary’s University, 1993
• James M. Georgoulakis, BSEd, University of Alabama,
1971; MSW, University of Alabama, 1973; EdS, Western
Kentucky University, 1978; MBA, Our Lady of the Lake
University, 1998; PhD, Kansas State University, 1982
85
Faculty
• Mary E. McWillie, BA, University of Memphis, 1971; MEd,
• Rodney K. Mills, BS, Grambling State University, 1988;
MBA, Jackson State University, 1995; PhD, Jackson State
University, 2008
• David L. Morton, BS, Southern Illinois University
• Alvin A. Plexico, BBA, Texas Tech University, 1990; MA,
University of Oklahoma, 1997; PhD, Northcentral University,
2011
• Kelvin W. Richardson, BS, Jackson State University, 1987;
MS, Louisiana State University and A & M College, 1995;
MBA, Webster University, 2005; DBA, Northcentral Technical
College, 2014
• Margaret P. Ridings, BS, Memphis State University, 1967;
MAT, Memphis State University, 1976
• Bradley H. Ross, BS, Excelsior College, 2010; MBA,
• Kusum Singh, BA, Randolph-Macon College, 2004; MS,
2011
• Connie S. Southall, BS, Park University, 2007; MA, Webster
University, 2009
• Kevin D. Sullivan, Sr., BS, University of Phoenix, 2002; MA,
• Marcus W. Tate, BBA, Tennessee State University, 1996;
• Wendy U. Thomas, BSBA, The University of Tennessee,
• Darron E. Williams, BS, University of Memphis, 1992; MS,
University of Memphis, 1995; MS, University of Memphis,
1997; MBA, University of Memphis, 1999
• Sarah Williams-Stokes, BS, Chicago State University, 1987;
MA, Governors State University, 1998; MBA, Governors
•
Faculty
• Margit B. Gerardi, BSN, University of Texas at El Paso,
1980; MSA, Central Michigan University, 1985; MS, St.
Mary's University, 2002; MSN, University of Texas Health
Science Center at San Antonio, 2003; PhD, University of
Texas Health Science Center at San Antonio, 2007
• Matthew D. Gonzalez, BBA, University of Texas at San
Antonio, 1995; MBA, St. Mary’s University, 1999; MIS, Keller
Graduate School of Management, 2010; PhD, Capella
University, 2008
• Judith A. Gray, BS, Columbia College, 1983; MA, Webster
University, 1987; JD, St. Mary's University, 2000
• Robert J. Griffith, BA, Olivet Nazarene University, 1985;
MBA, Syracuse University, 1995; PhD, University of Texas at
San Antonio, 2012
• Celinda B. Guerra, BBA, St. Mary’s University, 1986; JD, St.
Mary’s University, 1989
• Gil Gutierrez, BS, University of Texas at El Paso, 1992; MS,
• M. Sean Hall, BA, Rice University, 1976; MBA, University of
Houston, 1990; JD, University of Houston, 1993
• Nita C. Hawk, BS, University of Central Missouri, 1994;
MS, University of Central Missouri, 1996; EdD, University of
Missouri-Columbia, 2008
• Gary L. Henry, BS, Stephen F. Austin State University,
1968; MS, Baylor University, 1970; EdD, Baylor University,
1974
• John C. Hinrichs, AB, Benedictine College, 1969; MA,
Georgetown University, 1973
• Larry A. Hobbs, BS, Abilene Christian University, 1969;
MBA, University of Alaska Anchorage, 1974
• Douglas P. Hopkins, BA, University of Texas at San
Antonio, 1989; MEd, Southwest Texas State University, 1993
• Zvonka Jakopovic-Vukmirovic, BA, University of Zagreb,
1983; MA, Southern Illinois University Carbondale, 2004;
PhD, St. Mary's University, 2011
• Shirley E. Johnson, BS, Nova Southeastern University,
1995; MPA, University of Oklahoma, 2000; PhD, Capella
University, 2005
• Daniel Keys III, BA, Southern University and Agricultural
and Mechanical College, 1984; JD, Southern University and
Agricultural and Mechanical College, 1987
• Barbara B. King, BA, University of Texas at El Paso, 1988;
• Lavern B. Kistner, BAAS, Texas State University-San
Marcus, 2001; MA, Webster University, 2004
• Susan M. Kowalski, BS, Florida State University, 1997;
MAcct, Florida State University, 1998
• Melissa A. Laibinis, BSB, University of Phoenix, 2008; MBA,
• Barry J. Levine, BS, University of Phoenix, 2004; MA,
• Ken Lewis, BSOE, Wayland Baptist University, 2008; MBA,
Our Lady of the Lake University, 2010
• Mee-Gaik Lim, BS, University of Montevallo, 1983; MA,
Southwestern Baptist Theological Seminary, 1986; PhD,
Texas Woman’s University, 1991
• Brian J. MacDougald, BA, University of Colorado Boulder,
1982; BS, Tarleton State University, 2000; MS, Troy
University, 1986
• Jane A. Madison, BS, Park University, 1985; MA, St. Mary's
University, 1999; PhD, St. Mary's University, 2006
• Leonor Magana, BS, Texas Women's University, 2002;
• Anthony Magaro, BS, St. Mary's University, 1975; MBA, Our
Lady of the Lake University, 1991
• Alynna A. Manriquez, BS, University of Texas at El Paso,
2010; MS, New Mexico State University, 2012
• Patrick E. McDaniel, BA, University of Texas at San
Antonio, 1987; MA, St. Mary’s University, 1989; PhD, St.
86
• Gregory E. McDonald, BA, Cameron University, 1984; JD,
Texas Tech University, 1991
• Jesus M. Medrano, BS, University of Phoenix, 2002; MBA,
• Jody M. Mirando, BSEd, University of Texas at El Paso,
1994; MEd, University of Texas at El Paso, 2003
• Ruben Molina, Jr., BA, University of Texas - Pan American,
1977; MCM, East Tennessee State University, 1979; PhD,
• Chad C. Moltane, BA, University of Texas at El Paso, 1994;
• Donna H. Moltane, BA, University of Texas at El Paso,
1962; MEd, University of Texas at El Paso, 1972; PhD, New
Mexico State University, 1987
• Sonja B. Montgomery, BS, Park University, 1994; MA, St.
Mary’s University, 2000; PhD, St. Mary's University, 2004
• Mark J. Moore, BBA, University of Texas at San Antonio,
2002; MBA, University of Texas at San Antonio, 2005
• Edward L. Murphree III, BA, George Washington University,
1992; JD, St. Mary's University, 1999; PhD, George
• Maria V. Oliver, BS, University of Phoenix, 2004; MBA,
• Patricia B. Park, BAEd, University of Florida, 1962; MAEd,
Western Kentucky University, 1976
• Richard L. Park, BA, University of Florida, 1961; BDiv,
Southeastern Baptist Theological Seminary, 1965; MS, Long
Island University, 1974; DMin, Southern Baptist Theological
Seminary, 1978
• Carl R. Pataky, BS, University of Pittsburgh, 1964; MBA,
Syracuse University, 1972
• Christopher L. Pate, BS, Georgia Southern University,
1986; MPA, Syracuse University, 1994; PhD, Pennsylvania
• Joyce G. Peavy, BAAS, Southwest Texas State University,
1981; MPA, Southwest Texas State University, 1984
• Linda H. Peterson, BS, University of Delaware, 1972; MBA,
• Beth M. Rairigh, BA, Auburn University at Montgomery,
2000; MBA, Naval Postgraduate School, 2004; PhD,
University of the Incarnate Word, 2014
• Adrian Ramirez, BS, University of Phoenix, 2002; MBA,
University of Phoenix, 2005; BA, University of New Mexico,
2009
• Stevenson L. Ray, BA, University of the Philippines, 1980;
MMgt, University of the Philippines, 1986; EdD, Nova
• DaShawn E. Robinson, BS, Excelsior College, 2002; MA,
• Melanie J. Schulte, BA, Our Lady of the Lake University,
1993; MBA, Our Lady of the Lake University, 1996; PhD, Our
Lady of the Lake University, 2002
• Ronald W. Scott, BS, University of Pittsburgh, 1977;
MSBA, Boston University, 1987; LLM, The Judge Advocate
General’s School, 1988; MS, Samuel Merritt College, 1996;
JD, University of San Diego, 1983; EdD, University of Texas
at Austin, 2004;
• Augustin Sicard, BA, St. Mary's University, 1969; MA, Saint
Mary's University, 1976; MDiv, University of St. Michael's
College, 1976; MTh, University of St. Michael's College,
1977; MPH, The University of Texas Health Science Center
at Houston, 1988; ThD, University of St. Michael's College,
1983;
• Adelina S. Silva, BA, Texas A&M University, 1974; MA,
University of Texas at San Antonio, 1976; PhD, University of
Texas at Austin, 1988
• Bruce A. Smith, BA, Northwestern University, 1964; MA,
Western Michigan University, 1971; EdD, University of Illinois
at Urbana-Champaign, 1995
Faculty
Utah
•
• Kristin H. Ahmann, BS, Utah State University, 1991; MAcct,
Utah State University, 1992
• Scott D. Boman, BA, Weber State University, 1982; MBA,
• Ronald A. Brown, BA, Wayland Baptist University,
1993; MA, Midwestern State University, 1996; EdD, Nova
• Clark R. Carvalho, BSE, Northern Arizona University, 1985;
MS, Western New England College, 1990; MS, Air Force
• Christian R. Dorst, BS, University of Utah, 1992; MBA,
• Don C. Evans, BA, Brigham Young University, 1983; JD,
• Pamela S Gardiol, BS, Weber State University, 1988; MA,
• Carey E. Gold, BSB, University of Phoenix, 1998; MBA,
• James E. Herrin, BA, Brigham Young University, 1986;
MBA, University of Utah, 1989
• Eric A. Hulphers, BS, Weber State University, 1988; MS,
Chapman University, 1993; PhD, University of Utah, 2009
• Garry M. Hunter, BS, Weber State University; MBA,
University of Phoenix
• Brett T. Johnson, BS, Utah State University, 2003; MS,
• Lucy A. Knight, BA, Webster University, 1988; JD,
University of Utah, 1992
• John C. Lofton III, BS, Angelo State University, 1997;
MS, Air Force Institute of Technology, 2003; PhD, Capella
University, 2013
• Gary R. Madson, BS, University of Utah, 1982; MS, Utah
• Alan V. Nicholls, BS, University of Utah, 2000; MS,
• Darren L. Ott, BS, Weber State University, 2003; MS,
• Julie Pasco, BS, University of Maryland University College,
1997; MS, University of Maryland University College, 1998
• C. Frederick Pingel, BA, Park University, 1987; MSA,
• Stephen A. Reiher, BA, Brigham Young University, 1984;
MBA, University of Chicago, 1999
• Lloyd W. Stanger, BA, Weber State University, 1978; MS,
Utah State University, 1986; PhD, Loyola University of
Chicago, 2002
• Marlin Struhs, BS, Utah State University, 1978; MBA,
Westminster College, 1994
• Thomas R. Walker, BA, University of Utah, 1982; MBA,
• David L. Williamsen, BS, University of Utah, 1979; MBA,
• Jeanine R. Wilson, BS, Westminster College, 1991; MSS,
International Campuses
Austria
Vienna
• Franco Algieri, BA, Webster University, 1992; MA,
Eberhard-Karls-University Tuebingen; Doctorate, EberhardKarls-University Tuebingen, Germany
• Mehdi Ali, BS, College of Economics and Political Science,
Iraq, 1965; MSc, London School of Economics and Political
Science; Doctorate, University of Cambridge, England, 1975
• Danielle R. Arn-Stieger, BA, Georgetown University, 1993;
Mag.rer.nat., University of Vienna,1999
• Dezsoe Birkas-Kovats, Doctorate, University of Medicine,
Budapest, 1998
• Juraj Bohus, MA, Academy of Music and Dramatic Arts,
Bratislava; MFA, Southern Illinois University Carbondale
• Federico Bordonaro, BA, University of Rome, La Sapienza,
1997; DEA, University of Paris-IV, La Sorbonne, 2000; PhD,
University of Paris-IV, La Sorbonne, 2005
• Eugene Burns, BS, University College Cork, Ireland, 1984;
Fellow, Chartered Association of Certified Accountants,
United Kingdom, 1989; Fellow of the Chartered Association
of Certified Accountants, United Kingdom, 1989; MBA,
University of Minnesota, 2003
• Manuela Caiani, Laurea, University of Florence, 2001; PhD,
University of Florence, 2006
• Elisabeth Cassels-Brown, BA, Wesleyan University, 1983 ;
• Nathalie Choo, BSc, University of Paris, 1985; MSc,
University of Paris, 1986
• Claus Ebster, Magister, University of Vienna, 1989; MBA,
Fordham University, 1991; MS, Northwestern University,
1992; Doctorate, University of Vienna, 2000
• Pernille Eskerod , BSc, Aarhus School of Business,
Denmark, 1989; MSc, Aarhus School of Business,
87
Faculty
• Lisa C. Smith, BA, University of Oklahoma, 1988; MA,
University of Oklahoma, 1995; JD, University of Oklahoma,
1999
• Randolph Smith, BSOE, Wayland Baptist University,
1999; MA, Wayland Baptist University, 2003; PhD, Capella
University, 2014
• Robert T. Smith, BBA, University of Texas at Austin, 1967;
MBA, University of Texas at Austin, 1970
• William J. Sweetnam, BS, University of Illinois at UrbanaChampaign, 1969; MBA, University of Illinois at UrbanaChampaign, 1971; MA, Webster University, 2002
• Mark D. Swofford, BS, Davidson College, 1992; MHA,
Baylor University, 2003; PhD, Virginia Commonwealth
University, 2011
• James R. Tidwell, BBA, University of Texas at El Paso,
2006; MBA, University of Texas at El Paso, 2009
• Joseph B. Topinka, BA, University of Illinois at UrbanaChampaign, 1990; MBA, St. Martin's University, 2002;
LLM, The Judge Advocate General’s School, 2003; MHA,
Chapman University, 2007; LLM, Loyola University of
Chicago, 2008; JD, Northern Illinois University, 1993;
• David Torres, BBA, University of Texas at El Paso, 2000;
MS, University of Texas at El Paso, 2002
• Beth A. Vivaldi, BA, Saint Leo University, 1979; MS,
University of Louisville, 1986; PhD, Capella University, 2011
• Marilyn J. Ward, BSOE, Wayland Baptist University, 1996;
MA, Webster University, 1999; PhD, Union Institute and
University, 2004
• Cheryl A. Washington, BS, John Jay College of Criminal
Justice of the City University of New York, 1978; MS, Troy
University, 1982; MA, Our Lady of the Lake University, 1992;
• Willie E. White, BS, University of Phoenix, 2012; MBA,
• Mary Whitfield-Williams, BA, North Carolina Central
University, 2002; MA, North Carolina Central University,
2004; PhD, The College of William & Mary, 2012
• Philip D. Whittle, BS, Middle Tennessee State University,
• Chuck Williams, BA, University of New Mexico, 1984; MS,
Trident University International, 2007
• David L. Winney, BSBA, University of Missouri-Columbia,
1975; MS, Houston Baptist University, 1987; MS, Our Lady of
the Lake University, 2012
• Miguel A. Ybarra, BA, Texas State University at San
Marcos, 1990; MEd, Texas State University at San Marcos,
1992; PhD, University of Wisconsin-Madison, 2000
Faculty
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Denmark,1992; PhD, Southern Denmark Business School,
1996
Marcel Fink, Magister, University of Vienna, 1996;
Doctorate, University of Vienna, 2002
Paul Martin Frentz, MBA (Dipl.-Kfm.), University of
Hamburg, 1981; MPA, Harvard University, 1991; PhD,
University of Hamburg, 1985
Eric Frey, BA, Princeton University, 1985; MPA, Princeton
University, 1986; Doctorate, University of Vienna, 2001
Samia Geldner, BA, The American College of Switzerland,
1983; MA, Stanford University, 1989
Dorota Gierycz, MA, University of Warsaw 1969; PhD,
University of Warsaw 1975
Thomas Grischany, Magister, University of Vienna, 1994;
Magister, University of Vienna, 1994; Diploma, Diplomatic
Academy of Vienna, 1997; MA, University of Chicago, 2002;
PhD, University of Chicago, 2007
Luba Habodaszova, BA, University of Economics,
Bratislava, 1994; MA, Central European University, Prague,
1995; Doctorate, Indiana University, 2003
Kathleen Hodkinson, BA, Kings College, London, 2008;
Doctorate, Kings College London, 2008
Maria Madlberger, Magister, University of Vienna, 1998;
Doctorate, University of Vienna, 2002; Habilitation, University
of Vienna, 2009
Marc Mehu, Licence, University of Liège, Belgium, 2001;
PhD, University of Liverpool, United Kingdom, 2007
Monika Mokre, Magister, University of Vienna, 1991;
Privatdozentin, University of Innsbruck, 2010
Nada Mumdziev, MSc, University of Split, 2005; Doctorate,
University of Vienna, 2013
Christian Newman, BS, Portland State University, 1994;
MS, Portland State University, 1996
Alexei Orlov, BS, Moscow State University, 1994; MA,
University of Virginia, 1996; PhD, University of Virginia, 2002
Svetla Pehlivanova-Porenta, MA, Sofia University, Bulgaria,
1992; MA, Sofia University, Bulgaria, 1992; EMBA, Arizona
State University, 1994; MBA, Donau-Universitaet Krems,
Austria, 2000
Hanno Poeschl, MBA, Open University Business School,
United Kingdom, 2001; Doctorate, University Trier Business
School, Germany, 2006
Vassilis Polimenis, MS, University of California at
Berkeley, 1991; MA, Wharton Business School, University of
Pennsylvania, 1999; PhD, University of Pennsylvania, 2001
Johannes Pollak, Magister, University of Vienna, 1991;
MSc, London School of Economics and Political Science,
1997; Doctorate, University of Vienna, 1996
Krista Rothschild, BA, Southern Oregon University, 1993;
Magister, Vienna University, 2000; Certificate, Ministry of
Health, Austria, 2002
Walter V. Schoenthaler, Mag. rer. soc. oec., University of
Economics in Vienna,1978
Roman G. Seligo, Magister, University of Vienna, 1993;
MBA, University of Vienna, 1997; PhD, University of Vienna,
2000
Emmanuel Sigalas, BA, Athens University of Economics
and Business, Greece, 1998; MA, University of Essex, United
Kingdom, 1999; PhD, University of Reading, United Kingdom,
2008
Nicholas Simon, BA, Haverford College, 1977; JD, Boston
University, 1980; Doctorate, University of Vienna, 1985
Julia Skobeleva, MA, Belarusian State University, Minsk,
1998; PhD, Academy of Postgraduate Education, Minsk,
2002
Miguel Suarez Vasquez, MSc, Pontificia Universidad
Católica, Lima/Madrid, 1981; MBA, London Business
School,1991
Peter Sunley, Dipl. Kfm., University of Vienna, 1968
• Ilona Szocs, MSc, University of Economics, Bratislava,
1999; MS, D’Youville College, 2002 ; PhD, University of
Vienna, 2013
• Guido Tiemann, MA, Philipps University Marburg, 1999;
PhD, European University, Viadrina, 2005
• Emil Tsenov , BA, American University in Bulgaria, 1995;
MA, Sofia University, Bulgaria, 1996; MBA, INSEAD,
Fontainebleau, France, 1999
• Gordon van der Veen, BCom, Bangalore University, 1974;
Diploma, St. Joseph's College of Business Administration,
• Peter Walla, Magister, University of Vienna, 1993; Doctorate,
University of Vienna, 1998; Habilitation, Medical University,
2003; Habilitation, University of Vienna 2007
• Ibrahim Wazir, BA, Haigazian College, 1973; MA, Webster
University, 1982
• Norbert Wetzel, DiplKfm, University of Vienna, 1962; MBA,
• Bradley Wiggings, BA, University of Pittsburgh, 1999; MA,
University of Pittsburgh, 2002; PhD, Indiana University of
Pennslyvania, 2011
• Johan Winbladh, MSc, Stockholm School of Economics,
2000
• Menbere Workie Tiruneh, MSc, University of Mathias,
Slovakia, 1995; PhD, University of Economics, Slovakia,
2000; PhD, University of Munich, 2004; Habilitation, Faculty
of Economics, University of Bratislava, 2008
• Dominik Zimmermann, LLM, Ruprecht-Karls Universität
Heidelberg, Germany, 2007 ; Doctorate, Ruprecht-Karls
Universität Heidelberg, Germany, 2003
•
China
Shanghai
Chengdu
• Paul P.M. Bon, MA, University of Amsterdam, 1982; EMBA,
International Institute for Management Development, 1998
• Glenn W. Briggs, BA, University of the Philippines,
1976; MAEd, Northern Michigan University, 1980; MA,
Fielding Graduate University, 1993; PhD, Fielding Graduate
University, 1999
• Steven Fieldman, BA, University of Minnesota, 1972; JD,
University of California, 1975
• Richard F. Foristel, BA, University of Maryland, Baltimore,
1973; JD, University of Baltimore, 1978
• Scott George , BS, Massachusetts Institute of Technology,
1967; MA, Harvard University, 1968; PhD, Massachusetts
• Michael H. Gibbs, BSB, Virginia Polytechnic Institute and
State University, 1975; MBA, Regis University, 1996
• Lorraine H. Gilbertson, BA, University of Minnesota-Twin
Cities, 1963; MBA, Avila University, 1983
• Rolf Hemmerling, BA, Northwestern University, 1964; MA,
Roosevelt University, 1973
• Gregory D. Hoffmann, BS, Purdue University-North Central,
1971; JD, Washington University, 1974
• Donald E. Larsson, BA, University of Florida, 1963; MBA,
• Shenyu Li, PhD, University of Alberta, Canada
• Rong Lu, BA, Shanghai University of Finance and
Economics, 1997; MA, Shanghai University of Finance and
Economics, 2000; PhD, Shanghai University of Finance and
Economics, 2002
• Anthony S. Pereira, BA, Western Michigan University, 1971;
MS, Western Michigan University, 1973; MBA, University of
Dallas, 1985
• George A. Reid, Jr., BS, Fairmont State University, 1969;
MA, University of South Florida, 1973; PhD, Florida State
University, 1984
Faculty
• Richard V. Sheng, BS, Colorado State University, 1976;
MS, Colorado State University, 1978; MBA, American
InterContinental University, 2004; EdD, Pepperdine
University, 1994; PhD, Northcentral University
• Peter Tan, MBA, Southern Cross University, 2004
• Chunyang Tong, PhD, University of Southern California
• David A. van Brecht, BA, University of Port Elizabeth, 1996;
MS, SOAS, University of London, 2005
• Dana C. Walker, BSB, Emporia State University, 1974;
MBA, Southern Illinois University Edwardsville, 1989; DMgt,
• Qin Wang, BA, Shanghai University of Finance and
Economics, 1994; MA, Shanghai University of Finance and
Economics, 1997; PhD, Shanghai University of Finance and
Economics, 2001
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Accra
Switzerland
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Geneva
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• Houshang Ameri, BA, University of Nebraska, 1961; MLitt,
Oxford University, 1978; PhD, University of Bonn, 1970
• Ariane Ayer, Licence, University of Fribourg, 1992; JD,
University of Fribourg, 2001
• Pierre Bach, MA, University of Geneva, 1974; Certificate,
University of Geneva, 1976
• Bernard Baertschi, Licence, University of Fribourg, 1972;
PhD, University of Geneva, 1979
• Ronald Banks, BS, Southwest Missouri State University,
1974; MBA, City University of New York, 1994
• Aytac Boduroglu, MBA, University of Geneva, 1994
• Katrina Burrus, MA, Thunderbird School of Global
Management, 1986; MA, Fielding Graduate University, 1996;
PhD, Fielding Graduate University, 1997
• Catherine Butterly, BA, Dalhousie University, 1984;
CFT, Zimbabwe Institute of Systemic Therapy, 1996; MA,
Zimbabwe Institute of Systemic Therapy, 2000; Diploma,
•
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Thailand
Hua Hin/Cha-am
• Timothy G. Andrews, BS, London School of Economics,
University of London, 1990; PhD, Brunell University, United
Kingdom, 2001
• Donald Antone, BEd, Silliman University, Philippines, 1987;
MA, Bangkok University, Thailand, 1997
• Phillip Avneesh, BCom, DAV College, India, 2002; MCom,
DAV College, India 2004; MA, Chulalongkorn University
• Jonathan Blaine, BA, Kent State University, 1992; MBA,
Chaminade University, 1994; JD, Seton Hall Law School,
2000
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Faculty
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• Patrick O. Asuming, BA, University of Ghana, Legon, 2004;
PhM, Cambridge University, 2006; PhD, Columbia University,
2013
• Suweon Kim, BA, Sogang University, 2001; MSSC,
University of Cape Town, 2009; PhD, University of the
Western Cape, 2014
• Timothy J. Malloy, MBA, Cornell University
• Eric F. Rhiney, assistant professor; BS, University of Central
Missouri, 1995; MBA, Webster University, 2002
• Samuel N. Y. Simpson, PhD, University of Birmingham,
2013
• George K. Amoako, PhD, London Metropolitan University
• Richard G. Bunch, BSLE, Southwest Texas State
University, 1974; MA, Wichita State University, 1979; MBA,
Maryville University of St. Louis, 1990
• Akosua Darkwah, PhD, University of Ghana, 2002
• Boni Y. Gebe, BA, University of Ghana, Legon, 1987; MA,
International University of Japan; PhD, Queen’s University,
Ontario, 1995Canada
• Carolyn E. Holmes, BA, DePauw University, 2006; PhD,
Indiana University, 2015
• Leonard S. Suransky, BA, Hebrew University, 1965; MSc,
London School of Economics, 1967; PhD, University of
Michigan, 1980
Sheffield University, 2004; MS, Metanoia Institute and
Middlesex University, 2006
Vicken Chetirian, BA, American University of Beirut, 1989;
Diplôme d'études supérieures, Institut de Hautes Etudes
Internationales, 1997; PhD, Institut de Hautes Etudes
Internationales, 2006
Michel de Tymowski, BS, Long Island University, 1977;
MBA, Pace University, 1979
Patricia Demierre-Berberat, Licence, University of Geneva,
1996; Diploma, University of Lausanne, 2004; Diploma, Jung
Institute, 2004
Curtis Doebbler, BFA, Southern Methodist University, 1983;
BA, Southern Methodist University, 1983; JD, New York
University, 1988; LLM, Katholieke Universiteit Nijmegen,
1994; PhD, London School of Economics, 1998
Peter Dzadzic, MS, University of Novi Sad, 1968; MBA,
University of Chicago, 1980; PhD, Johns Hopkins University,
1975
Neil German, MA, Kutztown University, 1992; Diploma, Jung
Institute, 1998
Otto Hieronymi, Licence, Graduate Institute of International
Studies, 1960; PhD, Graduate Institute of International
Studies, 1973
Aleksandra Jancikova, Diploma, University of Pristina,
1998; EMBA, University of Sheffield, 2005
Rebekah Jorgensen, BA, Ohio State University, 1974; MA,
Ohio State University, 1976; PhD, Ohio State University,
1980
Patricia Laedermann, MA, Webster University, 1999;
Diploma, University of Geneva, 2003; Certificate,
Association Suisse de Therapies Familiales et Interventions
Systemiques, 2007
Francoise Maillard, Diploma, Bon Secours, 1969; MSC,
University of Rhode Island, 1978; PhD, Royal Melbourne
Thea Marais, Diploma, University of Cape Town, 1978;
BS, University of Cape Town, 1985; BA, University of Cape
Town, 1986; MA, University of Cape Town, 1989
Robert Piller, BA, University of Notre Dame, 1977; MBA,
University of Virginia, 1982
François Rubio, MA, Paris Nanterre, 1973
Michael Sakbani, LLB, Damascus University, 1962; PhD,
New York University, 1970
Chitra Subrahmanian, BA, St. Xavier’s College, 1984; MS,
Duquesne University, 1986; PhD, Purdue University, 1992
Jeanette Tantillo, BA, Rutgers, The State University of New
Jersey, 1991; MA, Rutgers, The State University of New
Jersey, 1997; MIS, Institut de Hautes Etudes Internationales,
1999
Roslyn Thomas, BA, University of Stellenbosch, 1978; MA,
University of Witwatersrand, 1988; PhD, Oxford University,
2008
Lammert Vrieling, MS, University of Groningen, 1993; PhD,
University of Groningen, 1998
Randell Zindler, BSc, University of Wisconsin, 1993; MBA,
University of Lancaster, 1999; MBA, University of St. Gallen,
1999
Faculty
• Luigi Bodda, BS, University of Genoa, Italy, 1976;
MS, University of L. Bocconi of Milan, Italy, 1980; PhD,
Wirtschafts University of Vienna, 1991
• Jason Briggs, BA, University of Iowa, 1997; Master of Law,
The George Washington University, 2011
• Robert Burnett, BA, Simon Fraser University, Canada,
1982; Post Doc, Carleton University, Canada, 1990; PhD,
Gothenburg University, Sweden
• Sandro Calvani, MBio, University of Genoa; DBio, University
of Genoa
• James Gomez, BS, National University of Singapore, 1992;
MA, University of Essex, 1994; PhD, Monash University,
2008
• Shanaree Laohapongphan, BA, Bangkok University,
Thailand, 2002; MA, Bangkok University, Thailand, 2009
• Judith McIntyre, BA, University of Guelph, 1988; MPA,
University of Victoria, 1992; Diploma, University of Western
Australia, 1999; PhD, University of Queensland, 2010
• Margaret McMillion, BA, Eisenhower College, 1973; MPIA,
University of Pittsburgh, 1975
• Patrick O'Sullivan, BA, University College Dubin, 1972; MA,
University College Dubin, 1974; PhD, European University
Institute, 1981
• Ramona-Mihaela Paun, BSc, The Bucharest University of
Economic Studies, 2002; MSc, The Bucharest University of
Economic Studies, 2008; PhD, The Bucharest University of
Economic Studies, 2008
• Robin Ramcharan, BA, Queen's University, 1989; LLB,
University of London, 2005; MIH, London School of
Economics and Political Science, 1990; MIR, Graduate
Institute of International Studies, Geneva, 1993; LLM,
University of London, 2012; PhD, Graduate Institute of
International Studies, Geneva, 1998;
• Richard Shainwald, BS, Northeastern University, 1968;
MBA, Stetson University, 1969; PhD, University of Georgia,
1973
• Randall Shannon, BA, University of Kansas, 1991; MBA,
City University, 1993; PhD, Thammasat University, 2004
• Peter Shearman, BA, University of Hull, 1980; MA,
University of Essex, 1982; PhD, University of Kansas, 1987
• Manoug Somakian, BS, University of La Verne, 1984; MA,
London School of Economics, University of London, 1985;
PhD, University of London, 1993
• Ratish Thakur, BS, University of Delhi, India, 1979; MBA,
• Jim de Wilde, BA, Webster University, 1991; MIEM, Bocconi
University, 1992
• Donna Driver-Zwartkruis, MPA, Texas Southern University,
1994
• Yang Fan, PhD, London Business School, 2011
• Christine Fitzgerald, BA, Pace University, 1980; MA,
• Stephen Foster, PhD, University of Illinois, 1969
• Folake Guobadia, BSc, University of Lagos, 1994; MBA,
Erasmus University Rotterdam, 2011
• Anna Jüngen , BA, University of Amsterdam, 2009; MSc,
Erasmus University Rotterdam, 2009
• Edda Kristjansdottir, MA, University of California, Los
Angeles, 1995; JD, New York University, 1998
• Stephanie Kustner, BA, University of Oregon, 1989; MSc,
University of Leiden, 2006
• Sean Leahy, MA, Michigan State University, 2008; PhD,
Michigan State University, 2015
• Joshua Maiyo, MSc, University of Amsterdam, 2006; PhM,
• Maja Micevska-Scharf, MA, Claremont Graduate University,
1999; MSc, University of Skopje; PhD, Claremont Graduate
University, 2002
• Marc Noom, PhD, Utrecht University, 1999
• Erika O'Donnell, MSc, University of Leiden, 2007
• Arjan Osté, PhD, Erasmus University Rotterdam, 1984
• Anthony Otieno Ong'ayo, MSc, Utrecht University
• Chrisoula Papadopoulou, MBA, University of Glasgow,
1997; PhD, University of Glasgow, 2001
• Emma Poulsen, PhD, University of Queensland, 2012
• Islam Qasem, PhD, University of Leiden, 2010
• Rossitza Rousseva, PhD, Bulgarian Academy of Sciences,
2005; PhD, University of Sussex, 2010
• Nives Rumenjak, PhD, University of Zagreb, 2004
• Daniel Russell, BA, Holy Cross College, 1983; LLM,
• Sheetal Shah, PhD, SNDT Women's University, India, 2006
• Sandrine Suman, BA, University of Hull, 1993; MA, Webster
University, 2014
• Gerard van der Ree, MA, Utrecht University, 1991; PhD,
• Bernadette van Houten, BA, University of San Francisco,
1966; MA, California State University, 1970
• Katie-Lee Weille, MSW, Smith College School for Social
Work, 1989
The Netherlands
Leiden
•
• Jill E. Adler, BA, Rutgers, The State University of New
Jersey, 1980; JD, Georgetown University, 1984
• Shaima Al-Janabi, MSc, Al-Nahrain University, 2005; PhD,
Utrecht University, 2013
• Mehdi P. Amineh, MA, University of Amsterdam, 1991; PhD,
University of Amsterdam, 1998
• Paul Anstiss, BA, Brigham Young University, 1984
• Arie T. Barendregt, MBA, University of Kingston-uponThames, 1996; DBA, University of Kingston Upon Thames,
2011
• Tina Bastajian, MA, University of Amsterdam, 2007
• Fabian Battaglini, PhD, Institut Jean Nicod, 2010
• Aljosja Beije, MSc, Erasmus University, Rotterdam, 2003
• Randy Bootland, BComm, Carleton University, 1982; MBA,
• Frans Boumans, MBA, Erasmus University, 1982
• Bram Boxhoorn, PhD, University of Amsterdam, 1992
• Craig Campbell, PhD, Queen Margaret University,
Edinburgh, 2009
• Marcel de Lijster, MBA, Webster University, 2003
90
degrees
Advertising and Marketing
Communications (MA)
approved by the director of Graduate Studies and the dean of
the School of Communications. Students taking courses that are
a part of their approved curriculum and that are outside of the
School of Communications should verify prerequisites with the
appropriate school or college.
This program offered by School of Communications
The course of study for students working toward an MA in
advertising and marketing communications is as follows. Any
variation from this curriculum should be approved in advance
using a program option request form.
Program Description
The master of arts (MA) degree in advertising and marketing
communications is intended for students interested in advertising
and marketing communications, with or without academic or
professional experience in the field. This degree prepares
inexperienced students for a successful career in advertising and
marketing communications and provides experienced students
with the additional theory and application necessary to advance in
their careers.
Students entering this program with a strong educational
background or a minimum of three years of relevant professional
experience in this area may be eligible to waive one of the
required core courses and should consult with a School of
Communications academic advisor prior to registration to discuss
their qualifications.
• MEDC 5000 Media Communications (Requisite Course) (3
hours)
• MEDC 5310 Media and Culture (3 hours)
• ADVT 5100 Strategic Principles of Advertising & Marketing
Communication (3 hours)*
• MRKT 5000 Marketing (3 hours)
• ADVT 5321 Advertising Decision-Making (3 hours)
• MEDC 5350 Media Organization and Regulations (3 hours)
• MEDC 5460 Media Research (3 hours)
• MEDC 6000 Seminar in Media Communications (3 hours)
*Note: Course may be waived for students with strong educational
background or three years of relevant professional experience in
advertising and marketing communications.
Degrees
Our degrees are theory and application based and are not
intended to be production-oriented. Students interested in
developing a creative portfolio or acquiring tactical production
skills may wish to consider undergraduate course work in
advertising.
Core Courses (24 credit hours)
Elective Courses
A minimum of 12 credit hours must be completed from the
following:
This program is offered online and at the St. Louis home campus.
Learning Outcomes
Successful graduates of this program will be able to:
• Utilize essential industry terminology, theories and principles
to analyze an organization's situation from a marketing
communications perspective.
• Determine appropriate advertising and marketing
communications objectives, strategies, and tactics that
anticipate consumer trends and utilize traditional and new
technologies in order to accomplish an organization's
marketing communications goals.
• Develop strategic, multi-platform marketing communication
programs that challenge conventional thinking and foster
breakthrough advertising and marketing communication
strategies.
• Evaluate the effectiveness of a marketing communications
plan to accomplish an organization's goals.
• Distinguish the influences of culture and international
practices on global advertising and marketing
communications.
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Program Curriculum
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Students choosing this degree may focus on either advertising or
marketing communications or both.
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MEDC 5000 Media Communications is the requisite course in the
advertising and marketing communications program. It examines
communications theory and its application in mass media, as
well as introduces students to the graduate program, describes
program expectations, and discusses academic preparation
for MEDC 6000 Seminar in Media Communications. Therefore,
students must take this course even if they have academic or
professional experience in media communications.
The required and elective courses may be taken as directed
studies, subject to the conditions stated in the Directed Studies
section listed under Academic Policies and Procedures and
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ADVT 4190 Advertising Research (3 hours)
ADVT 4200 Media Planning, Buying, and Selling (3 hours)
ADVT 4910 Advertising Campaign Production (3-6 hours)
ADVT 5301 Marketing Communications: Sales Promotion (3
hours)
ADVT 5302 Marketing Communications: Product Publicity (3
hours)
ADVT 5303 Marketing Communications: Merchandising and
Point-of-Purchase (3 hours)
ADVT 5304 Marketing Communications: Direct & Internet (3
hours)
ADVT 5305 Marketing Communications: Business-toBusiness (3 hours)
ADVT 5341 Writing for Advertising (3 hours)
ADVT 5410 Fundamentals of Branding (3 hours)
ADVT 5420 Account Planning and Consumer Insight (3
hours)
ADVT 5440 Media Buying and Market Analysis (3 hours)
ADVT 5501 Creative Planning and Strategy (3 hours)
ADVT 5502 Multinational Advertising (3 hours)
ADVT 5550 Topics in Advertising and Marketing
Communications (3-6 hours)
MEDC 5010 Introduction to Graduate Studies: Advanced
Thinking and Writing (3 hours)
MEDC 5300 Strategic Communications (3 hours)
MEDC 5360 International Communications (3 hours)
MEDC 5400 Media Production Management (3 hours)
MEDC 5500 Professional Seminars (1-3 hours)
MEDC 5550 Topics In Media Communications (3-6 hours)
MEDC 5600 Introduction to Interactive Communications (3
hours)
MRKT 5720 Promotional Management (3 hours)
MRKT 5950 Consumer Behavior (3 hours)
PBRL 5322 Public Relations (3 hours)
If a core course is waived, the student must choose an elective
offered in this major to replace it.
91
degrees
Admission
Students who are interested in applying to this degree program
should see the Admission Section of this catalog for general
requirements.
Send all admission materials to:
Office of Admission
Webster University
St. Louis, MO 63119
• Demonstrate respect for diversity through responsive
teaching that values individual differences in cultural,
socioeconomic, ethnic, linguistic, and national/international
backgrounds as well as abilities and disabilities.
• Promote and model global/digital age citizenship and
responsibility.
• Develop self-assessment skills and the ability to reflect on
roles educators can take as leaders of change in the 21st
century. Engage in professional growth and leadership.
• Collaborate effectively with others in designing, developing
and guiding decision-making at the individual, class-wide,
school, or community level.
Program Curriculum
Applied Educational
Psychology (MA)
This program offered by School of Education
Program Description
The master of arts (MA) in applied educational psychology is an
advanced degree program for practicing educators, and other
professionals working in educationally related services, who
are seeking to expand their knowledge, skills and professional
effectiveness to improve the academic and social outcomes
for school-aged children, adolescents, and their families. The
field of educational psychology provides a significant source
of scientific insights into teaching, learning, motivation, and
maturation. Educational psychology coursework develops
knowledge and skills in several areas including assessment of
learning differences, developmental processes, recognition of
human diversity, effective instruction, evidence-based decisionmaking, research and program evaluation, and technological
applications.
Students in this program are encouraged to be self-reflective, to
develop good communication skills, and to work cooperatively
with others. Graduates of applied educational psychology know
how to identify learners' strengths and needs, to individualize
instruction, to conduct research investigations, to facilitate
creative problem-solving, to promote well being and resilience,
and to develop psychoeducational curricula and interventions to
foster life competencies. In keeping with the mission of Webster
University, MA students in applied educational psychology are
encouraged to gain "international perspectives" and to develop "a
life long desire to learn and a commitment to contribute actively to
their communities and the world."
This program is not designed for individuals pursuing
licensure in clinical psychology, counseling psychology, or
professional counseling.
This program is offered at the St. Louis home campus.
Learning Outcomes
Graduates of this program are able to:
• Demonstrate and apply knowledge of psychology to
education in order to facilitate and inspire student learning
and creativity, and to promote social-emotional well being of
students.
• Use assessment and progress data collected in classrooms,
schools, or community settings to make evidence-based
decisions regarding effective instructional and curricular
interventions and practices for individual students, and for
groups of students.
• Understand, apply, and conduct educational research.
92
A total of 36 credit hours is required for this major. Degreeseeking majors in applied educational psychology have the option
of completing the program:
• without emphasis or specialization; or
• with emphasis in one of three specialization areas, including
a. Psychological Education Programs
b. Immigrant and Refugee Children and Families, or
c. Psychology and Education of Gifted Students.
This major includes thesis and non-thesis options. The thesis
track is recommended for those students wishing to pursue a
doctoral degree in educational psychology or school psychology.
After completing the MA in applied educational psychology,
further study is needed if one wants to become a psychologist;
the American Psychological Association defines a psychologist
as, "An individual with a doctoral degree in psychology…" Some
requirements in the MA in applied educational psychology
are different from the other master's degrees in the School of
Education. Successful completion of an admissions essay and a
GPA of 3.0 are required for entrance into this program
After successfully completing 9 credit hours within the major
(including one required course), MA degree-seeking students are
required to apply for advancement to candidacy. When they apply
for advancement to candidacy, students write an essay, declare
their emphasis areas, and choose from the thesis track/nonthesis track options. All applied educational psychology students
take Intercultural Communications so that they can further their
understanding of human diversity, and they all take a practicum
course (or equivalent) so that they can apply the knowledge
they have gained in their educational psychology coursework. In
addition, all students enrolled in applied educational psychology
take Applied Research; this course enables students to read,
interpret, and evaluate educational and psychological research
and to plan research. Students enrolled in either the non-thesis or
thesis track successfully complete a final reflections essay as part
of their culminating course experience.
Emphasis (none)
Required Courses
• EPSY/EDUC 5001 Foundations of Global Citizenship (3
hours)
• EPSY 5170 Behavioral Management (3 hours)
or EPSY 5971 Models and Strategies of Behavioral
Management (3 hours)
or EPSY 5150 Resilience and Self-Concept Development (3
hours)
• EPSY 5350 Intercultural Communications (3 hours)
• EPSY 5600 Practicum in Educational Psychology (3 hours)
• EPSY 5800 Applied Research (3 hours)
• EPSY 6001 Integrated Studies in Applied Educational
Psychology (3 hours)
or EPSY 6250 Thesis (for Thesis Track) (3-6 hours)
• Additional Educational Psychology courses (9 hours)
(Select any other three EPSY courses)
degrees
Electives (9 Hours)
Electives (9 Hours)
Electives may include approved, graduate School of Education
courses, or approved 5000 level courses from other disciplines, or
approved transfer graduate courses.
TOTAL: 36 hours
TOTAL: 36 hours
Students wishing to pursue an educational specialist or doctoral
degree in educational psychology or school psychology should
carefully select their master's degree courses with the assistance
of an advisor.
of an advisor.
Emphasis in Psychological Education Programs
Emphasis in Immigrant and Refugee Children
and Families
This emphasis area enables educators to provide motivational
and enrichment strategies for all students and to design psychoeducational intervention and prevention programs that promote
the academic, social-emotional and physical well being of
students. Examples of psychological education are critical thinking
skills instruction, social skills training, "at risk" student intervention,
and dropout prevention programs.Students who wish to become
school psychologists will need to continue their education beyond
their master's degree. Recommended courses at the master's
level are EPSY 5060, EPSY 5150, EPSY 5390, EPSY 5971,
EPSY 5918, EPSY 5952, and SPED 5240.
Required Courses
Select four of the following courses (12 hours)
• EPSY 5060 Assessment and Evaluation of Academic
Performance (3 hours)
• EPSY 5130 Educational Psychology (3 hours)
• EPSY 5150 Resilience and Self-Concept Development (3
hours)
• EPSY 5290 Family Counseling (3 hours)
• EPSY 5370 Counseling (3 hours)
• EPSY 5380 Multicultural Counseling (3)
• EPSY 5390 Applied Statistics in Educational Psychology (3
hours)
• EPSY 5810 Advanced Adolescent Psychology (3 hours)
• EPSY 5816 Advanced Child Development (3 hours)
• EPSY 5880 Psychology of Memory, Learning, andProblem–
Solving (3 hours)
• EPSY 5890 Psychology of Stress (3 hours)
• EPSY 5911 Social and Personality Development (3 hours)
• EPSY 5918 Advanced Educational Psychology (3 hours)
• EPSY 5952 Children, Culture, and Violence (3 hours)
• EPSY 5971 Models and Strategies in Behavioral
• EPSY 5980 Motivation in the 21st century classroom (3
hours)
• SPED 5240 Psychoeducational Assessment I (3 hours)
• SPED 5331 Working with Difficult Students (3 hours)
• SPED 5700 School-Based Prevention/Intervention: RtI and
PBIS (3 hours)
• SPED 5701 Universal School-Wide PBIS (3 hours)
• SPED 5702 Secondary Prevention: Targeted
GroupInterventions (3 hours)
• SPED 5703 Functional Behavior Assessment and
Intervention (3 hours)
Required Courses
hours)
• EPSY 5510 Psychosocial Aspects of Migration (3 hours)
Psychology (for Non-Thesis Track) (3 hours)
Select three of the following courses (9 hours)
hours)
• EPSY 5380 Multicultural Counseling (3 hours)
• EPSY 5490 Seminars in Immigrant and Refugee Experiences
(3 hours)
(May be repeated for credit if content differs)
• EPSY 5816 Advanced Child Development (2-3 hours)
• EPSY 5911 Social and Personality Development (3 hours)
• EPSY 5991 Issues in Assessment: Cultural and Linguistic
Diversity (3 hours)
Electives (9 Hours)
TOTAL: 36 hours
select their master's degree courses with the assistance of an
advisor.
93
Degrees
hours)
The emphasis in immigrant and refugee children and families
provides educators with the knowledge and skills necessary to
meet the educational, social, and emotional needs of children
and families who are facing multiple challenges as they migrate
to new cultures and countries. Most often the educators who
work with immigrants and refugees are also second language
teachers. In addition to language instruction, these teachers share
cultural experiences and provide a "welcoming oasis" for newly
arrived refugees and immigrants. International experience and the
study of a second language are strongly recommended. Students
enrolled in Immigrant and Refugee Children and Families may
substitute the practicum requirement with an approved study
abroad course.
degrees
Emphasis in Psychology and Education of Gifted
Students
The emphasis in the psychology and education of gifted students
provides training on how to understand, nurture, and develop
the talents of young people. As suggested by the American
Psychological Association Center for Gifted Education Policy, the
Webster University program uses a broad definition of gifted and
seeks to "enhance the achievement and performance of children
and adolescents with special gifts and talents in all domains."
This emphasis has courses for educators who are exploring gifted
education as well as applied psychology courses for educators
who already have knowledge of and experience with gifted
education.
gifted education. State certification is issued through Missouri's
Department of Elementary and Secondary Education.
• Psychology of the Exceptional Student (2-3 hours)
• Nine credit hours (3 courses) from the following listed
courses:
• The Gifted Learner
• Systems Leadership: Gifted Program Planning and
Evaluation
• Screening, Assessing, and Evaluating Gifted Students
• Curriculum and Instruction for the Gifted
• Meeting the Affective Needs of Gifted Children
• Both of these courses:
• Applied Research
• Practicum in Gifted Education
Required Courses
hours)
• EPSY 5600 Practicum in Educational Psychology
or EPSY 5601 Practicum in Gifted Education (3 hours)
Select three of the following courses (9 hours)
• EPSY 5100 Theories of Creativity: Implications for Education
(3 hours)
hours)
• EPSY 5380 Mulitcultural Counseling (3 hours)
• EPSY 5750 Special Institute (May be repeated for credit if
content differs) (3 hours)
• EPSY 5880 Psychology of Memory, Learning, and Problemsolving (3 hours)
• EPSY 5816 Advanced Child Development (3 hours)
• EPSY 5910 Curriculum and Instruction for the Gifted (3
hours)
• EPSY 5920 Meeting the Affective Needs of Gifted Children (3
hours)
• EPSY 5930 Screening, Assessing, and Evaluating Gifted
Students (3 hours)
• EPSY 5940 Systems Leadership: Gifted Program Planning
and Evaluation (3 hours)
• EPSY 5970 The Gifted Learner (3 hours)
hours)
• EPSY 5990 Identifying Giftedness in Underserved
Populations (3 hours)
Electives (12 hours)
TOTAL: 36 hours
of an advisor.
Gifted Education Certification
Students interested in pursuing any certification should have their
transcripts evaluated and be advised by the Webster University
Certification Office.
Admission
should also see the Admission Section of this catalog for general
requirements.
Admission Requirements
• Receipt of official transcripts from the baccalaureate-granting
institution.
• Undergraduate cumulative GPA of 3.0 or higher.
• Essay: what motivated you to become an educator and
how do you think your participation in Webster's applied
educational psychology program will help you to accomplish
your personal and professional goals?
Send all required documents to:
Office of Admission
Webster University
St. Louis, MO 63119-3141
Completed application files will be reviewed by the
Multidisciplinary Studies Department.
Sequential MA in Applied Educational
Psychology
The sequential master's program in applied educational
psychology (MA) requires completion of 24 credit hours of coursework provided that the student has an adequate background
in graduate-level courses related to educational psychology.
Completion of an admissions essay and a GPA of 3.0 are required
for admission into the sequential degree in applied educational
psychology. Students accepted into the sequential applied
educational psychology degree should advance to candidacy after
they have completed nine hours. The five required courses (15
hours) for the sequential MA degree are:
• EPSY/EDUC 5001 Foundations of Global Citizenship
• EPSY 5350 Intercultural Communications
• EPSY 5600 Practicum in Educational Psychology (OR EPSY
5601 Practicum in Gifted Education)
• EPSY 5800 Applied Research
• EPSY 6250 Thesis (OR EPSY 6001 Integrated Studies in
Applied Educational Psychology)
The remaining three elective courses (9 hours) should be selected
in consultation with the Coordinator of Applied Educational
Psychology.
A valid Missouri teacher's certificate and the following listed
courses are needed before a certificate can be granted in
94
degrees
Applied Educational
Psychology: School
Psychology
This program offered by School of Education on the St. Louis
home campus
Vision
The vision of this program is to prepare school psychologists
who collaborate with teachers, parents, and school personnel
to promote educationally and psychologically healthy school
environments for all children and youth. This vision is enhanced
by Webster University’s international perspective that fosters
dialogue, respect and understanding across boundaries and
between peoples.
Mission
Conceptual Framework
The conceptual framework for this program comes from School
Psychology: A Blueprint for Training and Practice III. This
blueprint emphasizes the importance of problem-solving and
scientific methodology in school psychology practice. The
blueprint describes a vision of collaboration, education and social
justice in which scientist-practitioners contribute to making this
world worthy of its children. Webster University shares the vision
of the National Association of School Psychologists that "all
children and youth thrive in school, at home, and throughout life."
Goals and Outcomes (ISPA, 2009)
The goals for this program originate from the International
School Psychology Association (ISPA). At the completion of
their programs, EdS students are expected to demonstrate
competency in achieving the following six goals:
• Goal 1 - Core knowledge in psychology and education
• Goal 2 - Professional practice preparation
• Goal 3 - Professional skills and abilities in assessment and
intervention
• Goal 4 - Interpersonal skills
• Goal 5 - Research methods and statistical skills
• Goal 6 - Knowledge of ethics and establishment of
professional values
Domains of School Psychologists
The Missouri Department of Elementary and Secondary
Education (DESE) and the National Association of School
Psychologists (NASP) have identified ten domains for school
psychologists. The Webster University program is directly aligned
with these domains; competencies in each of these domains are
assessed in the candidate’s School Psychology Portfolio. DESE
and NASP describe these domains as:
Dispositions and Ethical Guidelines
Dispositions are “the values, commitments, and professional
ethics that influence behaviors toward students, families,
colleagues, and communities and affect student learning,
motivation, and development as well as the educator’s own
professional growth” (NCATE, Professional Standards, p. 53).
Students need to demonstrate competencies in professional
dispositions. The school psychology candidate:
• is a reflective practitioner who continually assesses the
effects of choices and actions on others.
• fosters relationships with diverse colleagues and educational
partners in the larger community to support youth
development and well being.
Candidates who complete the program are prepared to be school
psychologists who have the knowledge and ability to promote the
success of all students by:
• understanding and respecting themselves
• understanding and respecting others
• understanding and respecting professional communities
“Effective interpersonal skills and the ability to work constructively
and collaboratively with diverse individuals and agencies are
indispensable for school psychologists” (Quote from page 15
of School Psychology: A Blueprint for Training and Practice III).
Many of the courses and experiences in the program provide
opportunities for intercultural understanding, collaboration,
consultation, and the development of strong interpersonal skills.
School psychology candidates must have knowledge of
professional ethics and follow the ethical guidelines of the
National Association of School Psychologists, the American
Psychological Association, and the International School
Psychology Association.
Program Description
The Missouri Department of Elementary and Secondary
Education requires that a student receive a minimum of sixty (60)
semester hours of professional preparation at the graduate level
in order to earn educator certification as a school psychologist. A
student needs an appropriate master’s degree in order to become
a school psychologist. Webster University’s post-master’s EdS
degree in applied educational psychology: school psychology is
38 hours.
The EdS degree in applied educational psychology: school
psychology is designed to accommodate three main categories of
students:
1. Students who have just completed the master’s degree in
applied educational psychology at Webster University.
2. Students who have completed a master’s degree from
Webster University in a closely related field.
3. Students who have completed a master’s degree from
another university in applied educational psychology or in a
closely related field such as educational psychology, clinical
95
Degrees
The mission of the Education Specialist (EdS) in applied
educational psychology: school psychology is to provide
a specialist degree program that completes the academic
preparation and professional training required for individuals to
become school psychologists. The EdS offers the culminating
experiences and coursework that give future school psychologists
the knowledge and skills they need to promote well-being
and resilience in children and youth, to research and analyze
educational problems, and to find solutions that create learning
environments that are supportive and engaging for all students
and that prepare young people to grow up to become competent,
caring adults.
• Data-Based Decision-Making and Accountability
• Consultation and Collaboration
• Interventions and Instructional Support to Develop Academic
Skills
• Interventions and Mental Health Services for Socialization
and Development of Life Skills
• School-Wide Practices to Promote Learning
• Preventive and Responsive Services
• Family-School Collaboration
• Diversity in Development and Learning
• Research and Program Evaluation
• Legal, Ethical and Professional Practice
degrees
psychology, counseling psychology, school counseling, or
special education.
The EdS degree in applied educational psychology: school
psychology is designed to attract students from diverse cultural,
linguistic, ethnic/racial, and socioeconomic backgrounds. As
suggested by the NASP position statement on the recruitment
of culturally and linguistically diverse school psychologists, the
program emphasizes diversity, cultural awareness, and cultural
sensitivity and offers flexible training options. The majority of our
students are working professionals who are enrolled in part-time
graduate study.
The entire preparation for becoming a school psychologist
includes a master’s degree in applied educational psychology
or in a closely related field followed by 38 hours of postmaster’s work in school psychology curriculum and professional
experiences. Full-time EdS students may complete the first 28-34
of the 38 credit hours in two summers and the included academic
year, and the final 4-10 hours during the subsequent internship
year.
School Psychology Portfolio
Work from both the master’s degree and the EdS degree is
included in the School Psychology Portfolio. The portfolio
is aligned with DESE’s requirements for Missouri educator
certification as a school psychologist and the International School
Psychology Association’s (ISPA) goals, standards, and indicators
identified in the ISPA Guidelines for the Preparation of School
Psychologists. The portfolio can be developed in the course,
Portfolio Based Analysis: School Psychology.
The portfolios are used for both formative and summative
evaluations in school psychology. Students share and discuss
their portfolios with their advisors and program faculty. More
information on the portfolio and the portfolio’s scoring rubric can
be found on the School of Education website and the Applied
Educational Psychology Programs page on World Classroom.
Advanced Graduate Certificate (AGC) in
the Assessment of Learning and Cognitive
Development
Included within the EdS is an AGC in the assessment of learning
and cognitive development. While earning this certificate,
students acquire skills in the assessment of learning, cognitive
abilities, and academic performance. In the state of Missouri
a primary professional role for school psychologists is to use
psychoeducational assessment as a way to understand children
in order to make informed decisions. Accordingly, all students who
are enrolled in the EdS in applied educational psychology: school
psychology learn how to investigate children’s mental processes,
memory, behavior, analytic reasoning, and problem-solving
skills. They learn how to gather information and recommend
interventions that will help children realize their academic
potentials in a school setting.
Field Experiences and Internship
School psychology preparation includes a planned program of
field experiences, practicum courses, and a year-long internship.
Each year of the program provides students with increasingly
complex professional responsibilities. These experiences provide
graduate students who are studying school psychology with
opportunities to apply their knowledge of assessment models
and methods, data collection, and data analysis to specific
school-related concerns. Students gain experience with program
evaluation, consultation, mental health promotion, and the full
professional work of school psychologists.
96
The final hours of EdS courses are taken during the year-long
internship in school psychology. This supervised internship is
equivalent to one (1) academic year, or a minimum of 1,200 hours
and is accompanied by the course, School Psychology Internship.
In 2009 the National Association of School Psychologists
(NASP) adopted best practices guidelines for school psychology
internships. In these guidelines “the internship is conceptualized
as a culminating training experience in which the primary focus is
on providing breadth and quality of training to the intern...School
psychology interns should have opportunities to conduct
varying types of assessment linked to intervention for academic,
behavioral, and social/ emotional issues; consultation; behavior
analysis and intervention; counseling; prevention at varying levels;
research and program evaluation; and other activities consistent
with NASP standards and deemed appropriate by the field site
and university program” (Prus, 2009, p.1). Webster University is in
agreement with these guidelines.
Professional Development
Many valuable professional learning experiences take place
outside of the context of graduate courses. Students preparing to
become school psychologists program are strongly encouraged
to assume advocacy roles, to participate in professional
organizations, and to contribute to professional conferences
and publications. At a local level, students may wish to join
the Missouri Association of School Psychologists; at a national
level there is the National Association of School Psychologists.
Appropriate international organizations include the International
School Psychology Association and the Society for Cross-Cultural
Research. At Webster University international experiences are
encouraged and travel awards are available.
Required Courses from the Master’s Degree
Students need to have taken the following graduate-level courses:
•
•
•
•
•
•
•
•
•
research or applied research
statistics
assessment
developmental psychology
counseling
educational psychology
behavioral consultation or behavior management
practicum appropriate for school or educational psychology
EPSY 5350 Intercultural Communications
or SPED 5500 Socio-Emotional Development: Children with
Special Needs
• two courses from the prerequisite areas may be taken as
EdS electives
EdS Program Coursework
The goals and "learning outcomes" for this program originate from
the International School Psychology Association and the school
psychology coursework is organized around the 2009 six goals
of ISPA. The 38-hour, post-master's EdS degree builds on the
student's master's degree and offers the culminating experiences
and coursework needed for educator certification as a school
psychologist.
Goal 1 Core Knowledge in Psychology and Education (6
hours)
With the assistance of an academic advisor, the student will
choose from the following courses to strengthen knowledge in
these areas: evidence-based practices, social and adaptive skill
development, individual differences,
prevention, crisis intervention, and mental health promotion.
• EPSY 5750 Child Development I, St. Louis Psychoanalytic
Institute (3 hours)
• EPSY 5750 Child Development II, St. Louis Psychoanalytic
Institute (3 hours)
degrees
• EPSY 5810 Advanced Adolescent Psychology
• EPSY 5880 Psychology of Memory, Learning, and Problem
Solving (3 hours)
• EPSY 5911 Social and Personality Development
• EPSY 5971 Models and Strategies of Behavior Management
(3 hours)
• SPED 5319 Disabilities and Ethics (3 hours)
• SPED 5700 School-Based Prevention/ Intervention: Rtl/PBIS
(3 hours)
Goal 2 Professional Practice Preparation (9 hours)
• EPSY 6121 Portfolio Based Analysis: School Psychology (1
hour required)
• EPSY 6102 Practicum in Data-Based Decision-Making:
Mental Health Services (2 hours required)
Advanced Psychoeducational Assessment and Intervention
(2 hours required)
• EPSY 6500 School Psychology Internship (4 hours required)
Goal 3 Professional Skills and Abilities in Assessment and
Interventions (4-7 hours)
Goal 4 - Interpersonal Skills, Collaboration, and Consultation
(3 hours)
• EPSY 6300 School Consultation in a Global Society (3 hours
required)
Goal 5 - Research Methods and Statistical Skills (5 hours)
Consultation and Applied Field Research (1 hour required)
• EPSY 6000 Advanced Graduate Certificate Project (3 hours
required)
• EPSY 6101 Practicum in Data-Based Decision-Making;
Applied Statistics (1 hour required)
Goal 6 Knowledge of Ethics and Establishment of
Professional Values (4-5 hours)
• EPSY 5951 Child Rights for School Professionals (1 hour)
• EPSY 6200: Seminar in School Psychology: Professional
School Psychology (2 hours required)
• EPSY 6200: Seminar in School Psychology: International and
Multicultural School Psychology (2 hours required)
• ESPY 6200 Seminar in School Psychology: Case Studies of
Exceptional Children and Youth (2 credits)
Electives: 1-7 hours
It is recommended that electives be selected from the EdS
Program Coursework listed above or the optional emphasis in
International Children's Rights described below
Optional Emphasis in International Children's
Rights
An emphasis in international children's rights is in the EdS in
applied educational psychology: school psychology. In keeping
with the core values and goals of this graduate program, the
emphasis in international children's rights acknowledges the
fundamental human rights of all children and provides advanced
knowledge and skills so that professionals can promote children's
well-being, learning, development, and safety. The emphasis
is twelve hours and students can include the following courses
(EDUC/EPSY 5210, SPED 5319, EPSY 5510, EPSY 5951, EPSY
5952, EPSY 5991, EPSY 6102, EPSY 6200).
Required Course:
• EPSY 5951 Child Rights for School Professionals (1 hour)
May be repeated for credit
Electives:
Choose 11 hours from the following:
• EDUC/EPSY 5210 Annual Human Rights Conference (1
hour)
• SPED 5319 Disabilities and Ethics (3 hours)
Diversity (3 hours)
• EPSY 6102 Practicum in Data-Based Decision Making:
Mental Health Services (1-2 hours)
• EPSY 6200 Seminars in School Psychology: International
and Multicultural Perspectives (2 hours)
Degrees
• EPSY 6036 Psychoeducational Assessment II (2 hours
required)
• EPSY 6037 Mental Health in Schools: Assessment and
Intervention (2 hours required)
Students (3 hours)
Diversity (3 hours)
(12 hours)
Additional Advanced Graduate Certificates
Additional advanced graduate certificates are available for
students who need additional study of applied educational
psychology to support their education and preparation for
becoming a school psychologist.
Students who did not earn an MA in applied educational
psychology may need additional coursework about applying
psychology to work with children and youth in school settings.
This additional coursework may make students eligible for a 15hour advanced graduate certificate in immigrant and refugee
education or a 15-hour advanced graduate certificate in gifted
education and talent development.
Educator Certification
Graduate Students successfully completing the EdS in applied
educational psychology: school psychology are eligible for
Missouri Department of Elementary and Secondary Education
certification as a school psychologist.
Admission
EdS Prerequisites:
Master’s degree in applied educational psychology or closely
related field such as educational psychology, clinical psychology,
counseling psychology, school counseling, or special education.
(Preference is given to Webster University applied educational
psychology graduates).
Successful completion of these prerequisites:
Graduate level study of these areas: statistics, research,
counseling, assessment, developmental psychology, behavior
management, educational psychology, and practicum. Successful
completion of at least one of the following: EPSY 5350
97
degrees
Intercultural Communications or SPED 5500 Social-Emotional
Development: Children and Special Needs
(Two courses of these prerequisite areas of graduate study may
be taken as EdS electives.)
• A master of arts in applied educational psychology or a
master’s degree in a closely related field.
• Official transcripts of previous undergraduate and graduate
coursework.
• A cumulative graduate GPA of 3.5 or higher.
• Two essays (800-1200 words each); these essays may refer
to the applicant’s resume and transcripts. In the essays
please cite references using APA style.
1.
a. Submit an essay that reflects on your academic
experiences and professional growth during your
master’s degree program and how these will prepare
you for becoming a school psychologist. What do
you hope to gain from the EdS in applied educational
psychology: school psychology?
b. Submit an essay about student diversity in
development and learning. Demonstrate that you
have acquired an understanding of individual
differences and the sensitivity and skills needed to
work with individuals of diverse characteristics.
• A current resume.
• Three letters of recommendation from faculty and/or
associates.
• The applicant must be able to provide evidence of superior
academic ability.
• After all materials have been submitted, an entry interview
will be scheduled for selected applicants.
•
•
•
•
research experiences
professional experiences
interview
match to our program philosophy
Art (MA)
This program offered by Leigh Gerdine College of Fine Arts
Program Description
The master of arts (MA) in Art is offered with areas of emphasis
in studio art (ceramics, drawing, graphic design, painting,
photography, printmaking, and sculpture), and in art history and
criticism.
The MA in studio art degree is an initial professional degree,
comprised of a series of class/studio and independent
experiences to enhance and develop individual studio practices.
This is an ideal degree option for students intending to seek
admission to competitive MFA programs, as an advanced degree
for secondary art teachers, and as a culminating educational
pursuit in its own right.
The MA in art history and criticism typically prepares students to
enter PhD programs in the field, and also provides a background
in art historical research and contemporary criticism for those
interested in art museum and gallery professions.
By design the MA in Art program admits only a limited number
of students. Typically there will never be more than a few
graduate students admitted in any given area and much of the
instruction by its nature is individualized. The program is therefore
considered very selective.
Acceptance:
Applicants with an MA in applied educational psychology
form Webster University may be fully accepted to the EdS in
applied educational psychology: school psychology by the EdS
Admissions Committee three times a year. To be fully accepted,
students need to submit a complete application by May 1 by
the summer term, July 1 for the fall term, and December 1 for
the spring term. Applicants submitting by May 1 are notified by
May 15; applicants submitting by July 1 are notified by July 15;
applicants submitting by December 1 are notified by January 1.
Program Curriculum
Applicants without an MA in applied educational psychology
from Webster University may be fully accepted to the EdS in
applied educational psychology: school psychology by the
EdS Admissions Committee once a year. To be fully accepted,
students need to submit a complete application December 1.
Applicants submitting by December 1 are notified by January 1.
Send all required documents to the following address:
Webster University
Office of Admission
Attn: EdS Admissions Committee
St. Louis, MO 63119-3141
Studio Art Emphasis
A student pursuing the MA in Art degree with an emphasis in
studio must successfully complete a minimum of 36 credit hours
of coursework that is relevant to the student's area of emphasis
including:
• ART 5000 Graduate Seminar in Art (3 hours)
• ART 6250 Thesis (6 hours)
Additional Requirements
• Emphasis coursework (18 hours)
• Graduate Art electives (9 hours)
The thesis requirement for an MA student in studio art comprises
a written thesis and a presentation of an exhibition of selected
works completed in the program. The thesis, abstract, and
proposal must be presented in accord with Webster University
Graduate Thesis guidelines and departmental specifications as
outlined in the Department of Art, Design, and Art History Student
Handbook.
Decisions about full acceptance:
Art History and Criticism Emphasis
Applicants are judged based on the entirety of their application
rather than on isolated quantitative indicators. Admissions
decisions are based on each candidate's:
A student pursuing the MA in Art degree with an emphasis in art
history and criticism must successfully complete a minimum of 36
hours of coursework including:
• prior grades
• admissions essays
• resume
98
•
•
•
•
ART 5000 Graduate Seminar in Art (3 hours)
ARHS 5700 Historiography and Methodology (3 hours)
ARHS 5000/6000 level coursework (24 hours)
French/German reading (0 hours)
degrees
• Comprehensive exam (0 hours)
• ARHS 6250 Thesis (6 hours)
Within the first 18 credit hours of graduate work, the MA student
in art history is expected to demonstrate the ability to read art
historical writings in either French or German. This requirement
may be filled by successful examination of reading knowledge
administered by the Department of International Languages and
Cultures, or completion of the fourth semester (with at least a 3.0
grade average) of a college or university language course.
During the semester in which a student completes 20 credit
hours of graduate work, the MA student in art history must pass
a comprehensive written examination (approximately 4 hours)
broadly covering the field of art history. The comprehensive exam
may be retaken only once.
MA students in art history must submit a formal research thesis
demonstrating significant original research and examination of
bibliographic sources. The thesis area or topic will be determined
in consultation with a thesis committee comprised of three readers
(one reader will be the Director of the Graduate Program in
Art). The thesis, abstract, and proposal must be presented in
accord with Webster University Graduate Thesis guidelines and
departmental specifications.
Policies and Procedures
One grade of F, or two grades of C constitute dismissal from the
program.
The candidate should also consult the Academic Policies and
Procedures section of the catalog for further Webster University
policies regarding course attendance; conduct; grades; academic
warning, probation, and dismissal; transcripts; and diploma.
Arts Management and
Leadership (MFA)
Program Description
The master of fine arts (MFA) in arts management and
leadership is a program to develop professional, enlightened, and
imaginative leadership for visual and performing arts institutions.
Students will acquire an understanding of the theories of business
management and techniques with special emphasis on the
application of these skills to the arts.
Admission
For Studio Art:
• Online Application, $50 application fee, and official transcripts
• Bachelor of Fine Arts (BFA) or Bachelor of Arts (BA) in Studio
Art or approved equivalent from an accredited institution
• Statement of approximately 500 words examining reasons for
graduate study in art
• Three letters of recommendation, at least two of which must
be from former teachers
• Digital portfolio consisting of about twenty recent works of art
For Art History and Criticism:
• Online Application, $50 application fee, and official transcripts
• Bachelor of Arts (BA) in art history or approved equivalent
from an accredited institution
• Statement of approximately 500 words examining reasons for
graduate study in art
• Three letters of recommendation, at least two of which must
be from former teachers
• Writing sample demonstrating research and writing abilities
from an area of the humanities
Office of Admission
Webster University
St. Louis, MO 63119
Advancement to candidacy in the MA in Art program is achieved
by completion of a minimum of 12 credit hours with grades of
B or above and a positive faculty evaluation in the Graduate
Advancement to Candidacy Review.
The goal of the program is to graduate students who are
immediately qualified to assume specialized administrative
positions with professional arts organizations and who will
eventually assume leading decision-making positions in the
field. It is anticipated that these graduates will work to effectively
influence policies regarding the appropriate role of arts in our
society.
Enrollment
• Admission to the program constitutes advancement to
candidacy.
• One grade of F, or two grades of C, constitute dismissal from
the program.
Program Curriculum
• AMLD 5010 Introduction to Arts Management/Planning (3
hours)
• AMLD 5020 Legal Issues in the Arts (3 hours)
• AMLD 5030 Fund-Raising/Development (3 hours)
• AMLD 5040 Leadership Issues and Board Strategies (3
hours)
• AMLD 5050 Community and Cultural Policy (3 hours)
• AMLD 5060 Accounting and Basics in Finance (3 hours)
• AMLD 5070 Marketing for the Arts (3 hours)
• AMLD 5065 Financial Issues in the Arts (3 hours)
• AMLD 5200 Seminar in Arts Leadership (9 hours)
• AMLD 5210 Thesis Project (3 hours)
• AMLD 5220 Completion and Acceptance of Final Thesis (3
hours)
• AMLD 5453 Stakeholder Management Communications (3
hours)
• HRMG 5000 Managing Human Resources (3 hours)
TOTAL: 45 hours
Admission
should also see the Admission Section found in the front of this
catalog for general requirements.
99
Degrees
catalog for general requirements, or the Graduate Admissions
website. In addition, applicants should demonstrate advanced
preparation through portfolio review, previous coursework, and
résumé. Applicants must satisfy the admission requirements listed
below and petition to study within one of the areas of emphasis.
degrees
• Previous practical experience in an arts discipline
• A bachelor of arts (BA), bachelor of fine arts (BFA), or
approved equivalent from an accredited institution
• Submission of official transcripts
• Three letters of recommendation
• Statement of at least 1,000 words examining issues
concerning "Arts and the Future"
• Interview with faculty
Office of Admission
Webster University
St. Louis, MO 63119
Business and
Organizational Security
Management (MA)
This program offered by Walker School of Business & Technology
Program Description
The complexities of modern society have combined to generate a
variety of threats to business organizations, information networks,
military installations, government operations, and individuals.
The curriculum of the program is based primarily on the social
sciences. The program is designed to give maximum exposure
to security management skills and to provide flexibility for the
specific needs of the individual student. The content of the
business and organizational security management program
complements and assists the student in preparation for the
Certified Protection Professional Program.
This program is offered online and at a number of campuses in
the United States. Please see the Campus Locations section of
this catalog for a list of campuses where this program is offered.
Program Curriculum
The 37 credit hours required for the master of arts (MA) or the 55
credit hours required for the master of business administration
(MBA) with an emphasis in business and organizational security
management must include the following courses:
• SECR 5000 Security Management (Requisite Course) (3
hours)
• SECR 5010 Legal and Ethical Issues in Security
• SECR 5020 Security Administration and Management (3
hours)
• SECR 5030 Business Assets Protection (3 hours)
• SECR 5060 Emergency Planning (3 hours)
• SECR 5080 Information Systems Security (3 hours)
• SECR 5090 Behavioral Issues (3 hours)
• SECR 6000 Integrated Studies in Security Management (3
hours)
• WSBT 5000 Career Success for the 21st Century (1 hour)
In addition, the student chooses elective courses offered in this
major and/or from the program curricula of other George Herbert
Walker School of Business & Technology majors.
If the requisite course is waived, the student must choose an
elective course from this major or from the program curriculum of
another George Herbert Walker School of Business & Technology
major. Students pursuing dual majors who have the requisite
course(s) waived will complete only the remaining required
courses for the dual majors.
Admission
Students who are interested in applying to this certificate program
requirements.
Office of Admissions
Webster University
St. Louis, MO 63119
The MA in business and organizational security
management is accredited by the Accreditation Council for
Business Schools and Programs (ACBSP).
Learning Outcomes
• Students will be able to explain the important terminology,
facts, concepts, principles, analytic techniques, and theories
used in the field of business and organizational security
management.
• Students will be able to effectively apply important
terminology, facts, concepts, principles, analytic techniques,
and theories used in the field of business and organizational
security management when analyzing complex situations.
• Students will be able to effectively integrate important facts,
concepts, principles, and theories used in business and
organizational security management when developing
solutions to multifaceted business and organizational security
management problems in complex situations.
Program Description
This curriculum is contained in a series of stackable certificates in
change leadership. Each certificate contains 12 credit hours (four
courses). Taken together, the three certificates equal 36 credit
hours. To be awarded this degree, the student must complete the
one-credit-hour WSBT 5000 Career Success for the 21st Century
course and the following certificates:
• Graduate Certificate in Change Leadership: Foundations
• Graduate Certificate in Change Leadership: Managing
Teamwork and Communication
• Graduate Certificate in Change Leadership: Managing
Complexity for Total System Results
This program is offered at the Peterson Air Force Base campus.
Learning Outcomes
• Students will be able to create a change leader learning
portfolio.
100
degrees
• Students will be able to create an ongoing change leader and
OD (organizational development) professional development
plan.
• Students will able to reflect on their progress as strategic
thinkers and change leaders over the course of the three
certificates, which constitute the masters programs.
• Students will be able to deconstruct their own professional
biases in the face of client feedback or contrary evidence.
essential to their professional growth. Courses and experiences in
communications allow students to explore career alternatives and
enhance their professional standing.
It is also available online (internet-based), but only for the general
communication arts emphasis. Contact the School of Education
office for current information.
Program Curriculum
The 37 credit hours required for the master of arts (MA) must
include the following courses for a major in change leadership:
Admission
requirements.
Webster University
St. Louis, MO 63119
Communication Arts (MA)
Program Description
The communication arts master of arts (MA) is designed to
provide educators from diverse educational backgrounds the
opportunity to study theoretical and practical developments
in language, literature, media, and the arts. Students are
encouraged to learn by doing and, by doing, expand those skills
•
•
•
•
•
•
•
•
•
Aesthetic Education
Educational Technology
General Communication Arts
Inclusive Education
International Languages and Cultures
Language Arts
Media Literacy
Reading
Teaching English as a Foreign Language (available online
only)
• Teaching English as a Second Language (available online
only)
• Writing for Educators
Learning Outcomes
• Refine oral, visual, and written communication skills and
understand the importance of language, media, and the arts
in the communication process.
• Develop sound instructional and assessment strategies as
they create curriculum based on understanding of research,
theory, and practice in content areas such as language,
literature, reading, writing, media literacy, and the visual and
performing arts.
• Promote creative thought and expression through leadership
in schools and communities.
• Develop skills and strategies to respond to diversity in
schools and communities.
• Students use a variety of technological and information
resources to gather and synthesize information to create and
communicate knowledge.
Requirements
All communication arts majors, regardless of the emphasis
chosen, take the following required courses:
• COMM 5260 Oral Communication
or COMM 5290 Interpersonal Communication (3 hours)
• COMM 5270 Visual Communication (3 hours)
• COMM 5280 Written Communication
or COMM 5199 Teaching Writing (online) (3 hours)
• COMM 5460 Curriculum Design (3 hours)
(must be taken early in program)
• COMM 5800 Applied Research (3 hours)
(must be taken late in program)
In addition to the above requirements, students select 12 credit
hours of coursework deemed appropriate for an emphasis area.
Thus, the 33 credit hours required for the degree must include the
15 credit hours of core courses and 12 credit hours of coursework
in the emphasis area, plus 6 credit hours of electives.
A final project is not a prerequisite for graduation in
communication arts; however, each course usually has projects
that must be completed before credit can be earned. Projects take
the form of papers, presentations, or curriculum units. Emphasis
areas and suggested courses within the communication arts MA
are outlined below.
101
Degrees
• CHNG 5000 Practicing Change Leadership (3 hours)
• CHNG 5100 Change Leader Self-Mastery
(3 hours)
• CHNG 5200 Change Leader Expertise for Business Results
(3 hours)
• CHNG 5300 Data-Driven Change Leadership and
Measurement
(3 hours)
• CHNG 5400 Designing, Building, and Leading Effective
Teams
(3 hours)
• CHNG 5450 Managing Communication During Change
(3 hours)
• CHNG 5600 Diversity and Inclusion
(3 hours)
• CHNG 5700 Facilitating Change in High Performing
Organizations
(3 hours)
• CHNG 5800 Achieving Breakthrough Results
(3 hours)
• CHNG 5900 Facilitating Emergent Change
(3 hours)
• CHNG 5950 Change Leadership in a Global Context
(3 hours)
• CHNG 6000 Capstone Project
(3 hours)
• WSBT 5000 Career Success for the 21st Century
(1 hour)
Communication arts majors choose one of 11 emphasis areas:
degrees
After completing 12 credit hours with a GPA of at least 3.0 all
MA degree-seeking students are required to be advanced to
candidacy.
Students are required to complete a Petition to Graduate the
semester before they plan to graduate. Specific deadlines are
posted in the School of Education course offerings.
Emphasis in Aesthetic Education
The aesthetic education emphasis developed out of Webster's
conviction that experiences and learning in the arts are organizing
frameworks for liberal education and modern life. The program is
designed to develop teachers' skills, theoretical understanding,
and creativity while they learn to integrate the arts into the
daily classroom curriculum. In addition to the 15 credit hours
of communication arts MA requirements, 12 credit hours of
appropriate coursework are required.
Emphasis in Educational Technology
In addition to the 15 credit hours of communication arts MA
requirements, 12 credit hours are needed for the emphasis.
Six out of those 12 credit hours for the emphasis must use one
of the following options. The remaining 6 credit hours can be
graduate level technology courses OR the student may select
all the courses listed below to satisfy the 12 credit hours for the
emphasis area.
Option 1
• EDTC 5040 Graphic Design for Educators (2 hours)
• EDTC 5070 Desktop Publishing for Educators (2 hours)
• EDTC 5465 Instructional Design for Educators (2 hours)
Option 2
• EDTC 5290 Digital Video for Educators (3 hours)
• EDTC 5295 Advanced Digital Video for Educators (3 hours)
Emphasis in General Communication Arts
The general communication arts emphasis is individualized for
the professional seeking flexibility in designing a master's degree.
Options for earning credit exist in coursework, independent
projects, and practica. This emphasis area is designed by the
student and faculty advisor.
Emphasis in Inclusive Education
The emphasis in inclusive education is designed to provide
classroom teachers and regular and special educators at
the preschool, elementary, and secondary levels with the
knowledge base, practical applications, and strategies necessary
for implementing a successful inclusive education program,
appropriate to the diverse needs of students in today's regular
classroom.
This emphasis will enable practicing teachers to investigate issues
and examine strategies that relate to the education of all students,
regardless of ability, in their local school. In addition to the 15
credit hours of communication arts MA requirements, students
must complete at least 12 credit hours of appropriate coursework
related to inclusive education.
See special education course listings for the emphasis area
requirements and course descriptions.
102
Emphasis in International Languages and
Cultures
The international languages and cultures emphasis provides
students with the opportunity to improve their listening
comprehension, reading, writing, and oral skills in content-oriented
courses in French, German and Spanish taught at the advanced
level. French, German and Spanish courses are offered in rotation
in a variety of formats and content.
Although the classes cover different periods and genres of
literatures, the focus of the program is on oral communication
and a deep understanding and appreciation of the language and
culture.
requirements, French, German and Spanish students must take
a minimum of 12 credit hours of appropriate coursework in the
language of their emphasis.
• ILC 5120 Advanced Skills (3 hours)
• ILC 51 30 Advanced Listening & Discussion Skills in
Languages (3 hours)
• ILC 5170 Seminars (3 hours)
• ILC 5180 Methods of Teaching Languages (3-4 hours)
• ILC 5210 In-Service Education: Advanced Conversational
Weekend — French, German or Spanish (1 hour)
Candidates for this emphasis must be approved by the
Department of International Languages and Cultures.
Emphasis in Language Arts
The language arts emphasis provides the opportunity for
intensive exploration of written, oral, dramatic, and visual forms
of communication. Knowledge of content and a theoretical
background in language arts enable teachers to communicate
effectively. Students are encouraged to experiment with various
communicative and creative forms and become familiar with
curricula concepts which facilitate student-oriented approaches to
learning.
Students desiring to specialize in elementary or secondary
language arts should design a formal program of study with their
advisor. In addition to the 15 credit hours of communication arts
MA requirements, 12 credit hours of appropriate coursework are
required.
Emphasis in Media Literacy
The media literacy emphasis is designed to provide teachers
with the ability to access, understand, analyze, evaluate and
create media messages on television, the Internet and other
technologies. By helping the teachers interpret the many
messages we receive each day through these sources, we
expect these teachers to help future generations of students do
the same. In essence, the media literate teacher will apply the
same thinking skills used in reading, writing, speaking and critical
analysis to the media, and ultimately integrate these skills into the
classroom to be used by students.
requirements, students pursuing this emphasis may choose 12
credit hours from the following courses:
• MEDC 5310 Media and Culture (required) (3 hours)
• COMM 5340/EDTC 5190 Language Arts Seminar/ Topics in
Classroom Media: Media Literacy — Children Working with
Visual Information (3 hours)
• MEDC 5480 Comparative Approaches to Media Literacy (3
hours)
degrees
• COMM 5440 Integrated Language Arts (3 hours)
• EDTC 5750/COMM 5750 Special Institute: Media Education
— Curriculum and Methodology (3 hours)
• MEDC 5981 Integrated Studies in Media Literacy (3 hours)
• TESL 5220 Curriculum Development in Second Language
Classrooms (3 hours)
• TESL 5230 Second Language Acquisition (3 hours)
• TESL 5350 Language and Culture (3 hours)
Emphasis in Reading
This emphasis does not lead to Missouri ESOL Certification.
The reading emphasis allows educators to master teaching and
assessment necessary in guiding students to develop proficiency
and fluency in reading. Webster University emphasizes
graduate education for teachers that has direct application to the
classroom.
Emphasis in Writing for Educators
requirements, 12 credit hours of appropriate coursework in
reading are required.
Students choose 12 credit hours from the following courses:
Emphasis in Teaching English as a Foreign
Language
requirements, 12 credit hours of appropriate coursework in writing
are required.
• COMM 5300 Reporting Research (3 hours)
• COMM 5340 Language Arts Seminar (topics)
• Creative Writing
• Nature Writing
• Children's Writing
• Creating Books for Young Readers
• COMM 5347 Poetry Writing (3 hours)
• COMM 5480 Advanced Composition (3 hours)
• COMM 5520 Communication Seminars (3 hours)
• Professional Writing
• Writing Across the Curriculum
• COMM 5750 Special Institute (3 hours)
• Final Writing Project
Degrees
• COMM 5050 Community College Reading/ABE/ESOL (3
hours)
• COMM 5490 Seminars in Reading Instruction Literacy as
Empowerment — International Perspectives (3 hours)
• COMM 5820 Foundations in Reading Instruction (3 hours)
• COMM 5830 Emergent Literacy (3 hours)
• COMM 5840 Reading and Writing as Cognitive Processes (3
hours)
• COMM 5850 Reading and Literature Study Groups (3 hours)
• COMM 5880 Survey Reading Course for Secondary
Teachers (3 hours)
• COMM 5900 Reading Seminars (1- 3 hours)
• COMM 5920 Teaching Reading in Content Fields (3 hours)
• COMM 5930 Investigations in Reading, Intermediate (3
hours)
• COMM 5960 Differentiated Reading Instruction (3 hours)
The writing emphasis allows educators to master teaching and
assessment necessary in guiding students to develop proficiency,
fluency, creativity and style in writing. It promotes the graduate
students' own development in various facets of effective writing,
such as writing for a purpose, for an audience, and as a creative
endeavor. Courses focus on various types and styles of writing
appropriate in particular contexts, so academic, creative and
professional writing are explored in a variety of courses. A
Webster University Certificate in Writing is also available *(See
Writing for Educators).
(Available online only).
Teaching English as a foreign language (TEFL) is designed
for teachers who develop English skills in non-native speakers
overseas or adults living in the United States in private language
classrooms and business/technology training programs. In
addition to the 15 credit hours of communication arts MA
requirements, the following 12 credit hours of TEFL courses are
required:
• TESL 5030 Language History, Planning and Policy (3 hours)
• TESL 5139 English for Speakers of Other Languages (ESOL)
Methods (3 hours)
This emphasis does not lead to the Webster University TEFL
Certificate.
Admission
requirements.
• Receipt of official transcripts from the baccalaureate granting
institution.
• Essay: What motivated you to seek an MA in Communication
Arts? Based on the School of education's mission statement,
the program description and learning outcomes, how do you
think your participation in Webster's MA in Communication
Arts will help you accomplish your personal and professional
goals?
Emphasis in Teaching English as a Second
Language
(Available online only)
The emphasis in teaching English as a second language (TESL)
is designed for preK-12 teachers faced with non-English speakers
in regular or bilingual U.S. classrooms. In addition to the 15 credit
hours of communication arts requirements, 12 credit hours from
the following courses are needed:
Office of Admission
Webster University
St. Louis, MO 6 3119- 3141
Completed application files will be reviewed by the Language,
Literacy and Leadership Department.
Methods (3 hours)
103
degrees
Communications
Management (MA)
Program Description
The master of arts (MA) degree in communications management
is intended for students working in any communications-related
field, who are seeking to advance to a position with broader
managerial responsibilities. For forward-looking communications
professionals, this degree is a necessity.
All students entering this program are required to consult with a
School of Communications academic advisor prior to registration.
Qualifications and required prerequisite courses will be
discussed at this time. Qualifications include a strong educational
background or professional experience in a communicationsrelated field. A student may be required to enroll in 6 hours
of prerequisite undergraduate coursework. The selection of
prerequisites will be determined through consultation with an
academic advisor. Students must earn a grade of "B" or better in
the prerequisite courses before they will be allowed to enroll in
graduate courses.
The prerequisite courses do not count toward the 36 credit hours
required for the degree, nor will they be considered as part of the
credit hours required for advancement to candidacy.
Learning Outcomes
•
• Apply all functional areas of communications to specific
organizational issues or challenges;
• Manage projects within a communications framework;
• Communicate more effectively with upper level
management;
• Work effectively in a business environment;
• Present solutions to communications problems;
• Work with and manage creative and technical experts;
• Use strategy and tactics in implementation of
communication plans and programs;
• Adapt and integrate new skills as technologies change.
Program Curriculum
This degree offers students the opportunity to earn a master's
degree in communications while having the flexibility to choose
elective courses from various business and management
disciplines.
MEDC 5000 Media Communications is the requisite course
in the communications management program. It examines
communications theory and its application to mass media, as
well as introduces students to the graduate program, describes
program expectations, and discusses academic preparation
for MEDC 6000 Seminar in Media Communications. Therefore,
students must take this course even if they have academic or
professional experience in media communications.
The required and elective courses listed may be taken as Directed
Studies, subject to the conditions stated in the Directed Studies
approved by the Director of Graduate Studies. Students taking
courses that are a part of their approved curriculum and that
are from outside of the School of Communications should verify
prerequisites with the appropriate school or college.
104
The course of study for students working toward an MA in
communications management is as follows. Any variation from
this curriculum should be approved in advance using a program
option request form.
hours)
• MEDC 5300 Strategic Communications (3 hours)
• PBRL 5323 Organizational Communications (3 hours)
• MEDC 5400 Media Production Management (3 hours)
Elective Courses
following:
• BUSN 5000 Business (3 hours)
• BUSN 5680 Issues in Business: Project Management (3
hours)
• HRDV 5680 Ethics, Values, and Legal Issues in Human
Resources Development (3 hours)
• INTB 5000 International Business (3 hours)
• INTB 5650 International Business Management (3 hours)
• MNGT 5000 Management (3 hours)
• MEDC 5010 Introduction to Graduate Studies: Advanced
• MEDC 5360 International Communications (3 hours)
• MEDC 5430 Media Communications Technology (3 hours)
• MEDC 5500 Professional Seminars
or MNGT 5500 Professional Seminars (1-3 hours)
• MEDC 5550 Topics in Media Communications (3 hours)
• MEDC 5600 Introduction to Interactive Communications (3
hours)
• PBRL 5322 Public Relations (3 hours)
• PBRL 5451 Communication Strategies for Investors and
Financial Stakeholders (3 hours)
• PBRL 5452 Communication Strategies for Public Affairs and
Government Relations (3 hours)
• PBRL 5453 Communication Strategies for Nonprofit
Organizations (3 hours)
• PBRL 5465 Crisis Management Communications (3 hours)
Admission
requirements.
Counseling (MA)
This program offered by College of Arts & Sciences
Program Description
The mission of the Webster University graduate professional
counseling degree program is to provide high-quality learning
experiences to students, helping them become expert
professional counselors who strive for individual excellence
and contribute to an enhanced quality of life in local, national,
and global societies. Curriculum is culturally inclusive, training
students with a strong base of knowledge and skills to practice
effectively in a variety of careers in the field of mental health and
human service, educational institutions, private practice, and
degrees
government, business, and industrial settings. It is designed to
provide students with the necessary knowledge, practice, and
skills for working with individuals, couples, children, families, and
groups in a variety of mental health settings.
The MA in counseling professional degree program offers
emphases in clinical mental health counseling; couples, marriage,
family, and child counseling; family life counseling; and community
counseling. Note that not all emphases are offered at all
campuses.
This program is offered at the St. Louis home campus and at
select U.S. and international campuses. Please see the Campus
Locations section of this catalog for a full list of campuses and the
programs they offer.
The MA in counseling at Webster University is accredited by the
Higher Learning Commission.
The Clinical Mental Health emphasis offered on the home campus
in Webster Groves, Missouri, is accredited by The Council for the
Accreditation of Counseling and Related Educational Programs
(CACREP).
Learning Outcomes
The student learning outcomes for the MA in counseling support
the development of students as competent counselors in training.
The learning outcomes are broadly divided into the following:
Upon completion of the program, students will be able to:
• Develop a professional orientation and identity as a
counselor by applying sound ethical, legal, advocacy, and
supervisory practices which lead to success as a mental
health counselor.
• Identify the cultural context of relationships, issues, and
trends in a multicultural society that impact the counseling
process.
• Synthesize theories of human growth and development to
develop culturally responsive counseling practices.
• Apply theories and models of career development to
related life factors in multicultural contexts appropriate to an
individual's work, family, and lifestyle.
• Develop an empirically based approach to counseling that
emphasizes wellness and prevention by integrating theory
and best practices.
• Apply theoretical and experiential understandings of group
approaches to counseling to develop targeted interventions
within a multicultural society.
• Apply individual and group approaches to assessment and
evaluation in a multicultural society.
• Utilize statistical concepts, research methods, needs
assessment, and program evaluation skills commonly used in
the counseling profession.
Clinical Mental Health Counseling Emphasis
Additional Learning Outcomes
• Apply ethical and legal standards as well as knowledge
of public mental health policy, financing, and regulatory
processes to mental health counseling.
• Implement mental health counseling principles and practices
associated with education, prevention, consultation, and
intervention.
• Describe how living in a multicultural society impacts clients
and apply effective advocacy strategies to enhance mental
health services.
• Employ various assessment techniques associated with
professional mental health counseling to appropriately
intervene in meeting the needs of diverse clients.
Couples, Marriage, Family, and Child Counseling
Emphasis Additional Learning Outcomes
• Apply ethical and legal standards in marriage, couple, and
family counseling.
• Identify and apply preventive, developmental, and wellness
approaches in working with individuals, couples, and families
from multicultural and diverse backgrounds.
and apply effective advocacy strategies as related to the
work of a couples, marriage, family, and child counselor.
• Employ various assessment techniques associated
with couples, marriage, family, and child counseling to
appropriately intervene in meeting the needs of diverse
clients.
• Apply evidence-based research literature associated with
couples, marriage, family, and child counseling to meet the
needs of clients living in a diverse society.
Community Counseling Emphasis Additional Learning
Outcomes
This emphasis is only offered at the Geneva, Switzerland
campus and is not interchangeable with or transferable to
counseling program emphases offered at U.S. domestic
campuses.
processes to community counseling.
• Implement community counseling principles and practices
intervention.
• Describe how living in a multicultural society impacts
clients and apply effective advocacy strategies to enhance
community counseling services.
community counseling to appropriately intervene in meeting
the needs of diverse clients.
community counseling to meet the needs of clients living in a
diverse society.
Family Life Counseling Emphasis Additional Learning
Outcomes
This emphasis is
only offered at the Fort Bragg, North Carolina campus and
is not interchangeable with or transferable to counseling
program emphases offered at alternate campuses.
processes to family life counseling.
• Implement family life counseling principles and practices
intervention.
and apply effective advocacy strategies to enhance family life
counseling services.
family life counseling to appropriately intervene in meeting
the needs of diverse clients.
family life counseling to meet the needs of clients living in a
diverse society.
105
Degrees
Core Counseling Learning Outcomes
professional mental health counseling to meet the needs of
clients living in a diverse society.
• Implement diagnostic tools appropriate for mental health
counseling professionals to diagnose disorders in diverse
clients.
degrees
Program Curriculum
Not all areas of emphasis are offered at all campus locations.
Students should verify that the emphasis they seek is offered at
the campus they select prior to registration. Note that certain state
licensure laws do not allow for courses to be completed through
directed study or electronically (online). Certain counseling
courses will be taught only in an online format at particular
campuses. Please contact your campus for a list of courses that
are only offered online or occasionally offered in an online format.
Emphasis in Clinical Mental Health Counseling
This degree emphasis requires satisfactory completion of 60
credit hours of coursework. Some states require completion of all
core courses prior to Internship. Note that successful completion
of program may exceed 60 credit hours for some students.
The Clinical Mental Health emphasis offered on the home campus
in Webster Groves, Missouri, is accredited by The Council for the
Accreditation of Counseling and Related Educational Programs
(CACREP).
Required Core Counseling Courses:
• COUN 5020 Foundations of Counseling: The Helping
Relationship (3 hours)
• COUN 5050 Human Growth and Development (3 hours)
• COUN 5100 Social and Cultural Foundations of Counseling
(3 hours)
• COUN 5200 Theories of Counseling (3 hours)
• COUN 5220 Assessment (3 hours)
• COUN 5600 Techniques of Group Counseling (3 hours)
• COUN 5700 Lifestyle and Career Development (3 hours)
• COUN 5800 Professional Orientation and Ethical Practice (3
hours)
• COUN 5850 Research and Program Evaluation (3 hours)
Additional Required Subject Area Courses:
• COUN 5150 Psychopathology (3 hours)
• COUN 5450 Trauma, Crisis, and Emergency Relief
Counseling (3 hours)
• COUN 5540 Family Systems Theory (3 hours)
• COUN 5630 Techniques of Substance Abuse Counseling (3
hours)
Required Field Experience Courses:
• COUN 6100 Counseling Learning Practicum I (1.5 hours)
• COUN 6200 Counseling Learning Practicum II (1.5 hours)
• COUN 6500 Internship (1.5 hours per term) (6-9 hours)
(A minimum of 6 credit hours and 600 clinical supervised hours
required; 9 credit hours and 900 clinical supervised hours may be
required in FL)
Recommended Elective Courses:
•
•
•
•
•
•
•
COUN 5140 Psychopharmacology (3 hours)
COUN 5160 Issues in Counseling (3 hours)
COUN 5230 Psychodiagnostics (3 hours)
COUN 5545 Blended Family Counseling (3 hours)
COUN 5610 Techniques of Counseling (3 hours)
COUN 5670 Counseling of Children (3 hours)
COUN 5640 Couples, Marriage, and Family Counseling (3
hours)
• COUN 5580 Human Sexuality Theory and Sexual Counseling
(3 hours)
• COUN 5820 Consultation and Supervision (3 hours)
106
No elementary or secondary school settings may be used for
practicum or internship hours toward the emphasis in clinical
mental health counseling at this time.
In addition to the required subject area courses listed above,
students work with a faculty advisor to select electives from the
counselor education program curriculum to fulfill the 60 hour
requirement for completion of the degree.
Seek advisement for appropriate selection of electives with the
Counseling Program Coordinator or faculty advisor when selecting
elective courses, as electives may directly relate to the ability
to gain licensure as a professional counselor and/or a marriage
and family (and child) counselor. Note that certain state licensure
boards do not allow for courses to be completed through directed
study or electronically (online).
Emphasis in Couples, Marriage, Family, and Child
Counseling
credit hours of coursework. Some states require completion
of all core courses prior to Internship. This degree emphasis
is not offered at all extended campuses. Please consult your
local campus for information. Note that successful completion of
program may exceed 60 credit hours for some students.
(3 hours)
hours)
(3 hours)
• COUN 5640 Couples, Marriage, and Family Counseling (3
hours)
• COUN 6100 Counseling Learning Practicum I (1.5 hours)
• COUN 6200 Counseling Learning Practicum II (1.5 hours)
(A minimum of 6 credit hours and 600 clinical supervised
hours required; 9 credit hours and 900 clinical supervised
hours may be required in FL)
No school settings may be used for Practicum or Internship
toward the couples, marriage, family, and child counseling
emphasis.
students work with a faculty advisor to select electives from the
counselor education program curriculum to fulfill the 60 credit
hours required for the degree.
Seek advisement for appropriate selection of electives with the
Counseling Program Coordinator or faculty advisor when selecting
elective courses, as electives may directly relate to the ability
to gain licensure as a professional counselor and/or a marriage
degrees
and family (and child) counselor. Note that certain state licensure
boards do not allow for courses to be completed through directed
study or electronically (online).
Emphasis in Community Counseling
This emphasis is only offered at the Geneva, Switzerland
campus and is not interchangeable with or transferable to
counseling program emphases offered at U.S. domestic
campuses.
credit hours of coursework. Some states require completion of all
core courses prior to Internship. Note that successful completion
of program degree may exceed 48 credit hours for some students.
• COUN 6000 Counseling Learning Practicum (3 hours)
hours required)
students work with a faculty advisor to select up to four electives
from the counselor education program curriculum to fulfill the 48
credit hours necessary for completion of the degree. Note that
certain licensure boards do not allow for courses to be completed
through directed study or electronically (online).
Note that the majority of states in the U.S. call for educational
requirements toward professional counseling licensure to
include the completion of a 60 credit hour graduate counseling
degree.Therefore, students and/or graduates who select the
community counseling 48 credit hour emphasis may be required
to complete additional graduate coursework should the student/
graduate relocate to a state that requires a 60 credit hour
counseling master's degree.
Emphasis in Family Life Counseling
This emphasis is only offered at the Fort Bragg, North
Carolina campus and is not interchangeable with or
transferable to counseling program emphases offered at
alternate campuses.
This degree emphasis requires satisfactory completion of a
minimum of 48 credit hours of coursework. Note that successful
completion of program degree may exceed 48 credit hours for
some students. In addition, students will need to seek faculty
advisement to determine if elective credits are needed for
licensure as LMFT or LPC. Professional licensure is determined
by state boards of licensure. Students seeking to become licensed
are responsible for verifying this curriculum with their respective
state boards of licensure to ensure that this curriculum meets their
state's requirements.
• COUN 5545 Blended Family Counseling (3 hours)
(3 hours)
• COUN 5630 Techniques of Substance Abuse Counseling (3
hours)
• COUN 5640 Couples, Marriage, and Family Counseling (3
hours)
• COUN 6000 Counseling Learning Practicum (3 hours)
hours required)
Note that the majority of states call for educational requirements
toward professional counseling licensure to include the completion
of a 60 credit hour graduate counseling degree.Therefore,
students and/or graduates who select the family life counseling
48 credit hour emphasis may be required to complete additional
graduate coursework should the student/graduate relocate to a
state that requires a 60 credit hour counseling master's degree.
The student is subject to the policies and procedures for
graduate studies and the specific requirements of the counselor
education program found within this Catalog. As stated in the
academic policies and procedure guidelines, the MA in counseling
professional degree program is excluded from dual major and
sequential degree options.
Courses in the counseling degree program are available
only to those admitted to the MA in counseling professional
degree program and specific non-degree-seeking students
(see information on non-degree-seeking students below). All
non-degree-seeking students must meet specific admissions
requirements and seek advisement for appropriate course
selection.
Students participating in the MA in counseling professional degree
program are required to understand and follow the ACA Code
of Ethics (2014) and adhere to applicable state laws, regulatory
policies, and rules and policies governing professional staff
behavior at the field placement setting. Students have the same
ethical and professional obligation to clients as those required of
professional counselors (ACA, 2014).
Professional Commitment
The American Counseling Association (ACA) Code of Ethics
(2014) requires that institutions providing counselor education
screen students for professional, personal, and academic fit
with the counseling profession. Graduation from the counseling
program requires successful completion of all graduate courses
with appropriate academic success; development of appropriate
interpersonal and counseling skills evidencing competency as a
counselor; and being deemed fit for the counseling profession
by program faculty as determined by development of counseling
107
Degrees
(3 hours)
hours)
hours)
degrees
knowledge and skills, counselor formation, interpersonal relations
with others in the program, and openness to supervision and
feedback. Students' counseling skills development, interpersonal
skills with others in the program, openness to supervision, and
academic success and standing will be evaluated on a regular
basis throughout the program via use of the Professional Skills
Evaluation, remediation team discussions, program faculty review
of student achievement, student participation, and program fitting
behavior. Students may be required to complete extra coursework
and/or personal counseling in order to maintain good standing in
the program.
remedial coursework. Student openness to and cooperation
with the campus Counseling Program Advisory Committee and
adherence to ACA Code of Ethics (2014) will be integral to the
student's continued success within the program. Note: While the
campus Counseling Program Advisory Committee may review
cases related to academic challenge, it is not intended to mediate
grade appeals or dismissals related to academic failure. The
committee is in place to work with students who are challenged
in one or more areas and are seeking a plan for remediation to
remain in good standing or be transitioned out of the program.
Student Handbook
This degree is a professional degree that is regulated by state
licensure boards and the ACA Code of Ethics (2014). As such,
students will be required to commit to the above mentioned
academic, interpersonal, and counseling skills development
through various coursework including a minimum of 11 months
of clinical field experience. The clinical field experience is
intensive, typically requiring a minimum of 15 to 38 hours
per week to equate to a total of 700 - 1000 hours of clinical
supervised instruction. It is imperative that applicants and
students understand the time commitment required to develop
and evidence counseling and interpersonal skills, openness to
supervision, and academic success related to the clinical field
experience and program in general.
It is highly recommended that students become involved in
their local and national professional counseling organization for
formation of professional identity and the provision of additional
learning, professional networking, and leadership opportunities.
Student membership in ACA provides professional liability
insurance, legal support, and access to academic and career
resources.
Students in the MA in counseling professional degree program
will be expected to participate in self-growth and self-disclosure
experiences in some coursework as delineated by the ACA
Code of Ethics (2014). While contents of self-disclosure will not
relate to lowered academic evaluations, they may lead to the
requirement that a student seek professional help to address
any personal concerns that may be affecting development of
competent counseling and interpersonal skills, formation of the
counselor in training, and openness to supervision (ACA, 2014).
Remediation for Student Success Process
The American Counseling Association Code of Ethics (2014)
requires that all counselor education programs in good standing
provide a remediation process for all counselor education
students that includes regular and ongoing evaluation of a
student's general fit with the counseling profession. Appraisal will
occur with faculty review of didactic and clinical competencies,
attention to ethical code, openness to supervision, self-awareness
and formation, and academic competency. When experiencing
challenges in demonstrating academic success, development of
appropriate interpersonal and/or counseling skills, and openness
to clinical supervision, students may be initially required to
meet with the course instructor to attempt to remediate student
challenges. If unresolved, the instructor may request that
the student be referred to the campus Counseling Program
Advisory Committee. This Committee will review the reasons for
student lack of success and will interview relevant instructors
and the student to determine the most appropriate path for
student success related to a potential future in the counseling
profession. The most appropriate path may include but is not
limited to: completion of extra coursework and/or field experience,
completion of and/or participation in personal counseling, and/
or dismissal or time off from the counselor education program
prior to completion of the degree program. Hence, successful
completion of the MA in counseling professional degree program
may require additional coursework beyond the stated number
of degree credit hours (48 or 60) for those students requiring
108
All students admitted to the MA in counseling professional degree
program are required to review and sign the MA in Counseling
Student Handbook as a requirement of enrollment and position
in the program. Students are required to sign the final page of
the handbook stating understanding of and agreement with the
personal and professional commitment to the MA in counseling
professional degree program.
Background Check
Some states will not provide a professional counseling license to
those with a failed background check. If an applicant or student
has questions regarding such,
it is
recommended they check with the state professional counseling
licensure board prior to applying to the MA in counseling
professional degree program. See the Counseling Program
Coordinator or Faculty Supervisor for further information. Also
note that some field experience sites require completion of
a background check prior to accepting students to the field
experience. All background checks are at the expense of the
student. See the Counseling Program Coordinator or Faculty
Supervisor for more information.
Professional Liability Insurance
All students are required to purchase and provide proof of
professional liability insurance prior to beginning their field
experience and retain through the duration of the field experience.
Professional liability insurance is at the expense of the student
and may be retained through HPSO (Health Professionals Service
Organization) found on the American Counseling Association's
website www.counseling.org.
Path to Licensure
To attain licensure in the field of professional counseling (LPC/
LMHC/LCPC) or marriage and family therapy (LMFT), graduates
must complete further clinical supervised training, pass nationallynormed field related examinations (NCE and/or NCMHCE),
pass a jurisprudence exam in some states, and may have to
complete additional coursework depending on the state licensure
requirements. Required exams, additional focused coursework,
and/or number of required clinical supervised training hours
following degree completion is dependent on the state in which
the graduate pursues licensure. For delineation of individual state
licensure requirements, consult the following web sites and/or
your state professional licensure board website:
• http://www.counseling.org/knowledge-center/licensurerequirements/state-professional-counselor-licensure-boards
• www.aamft.org
Course Transfer
A maximum of twelve (12) credit hours from a graduate
counseling program at a university with acceptable accreditation
(see Catalog for definition of accreditation) may be accepted
toward the MA in counseling. There will be no course substitutions
once a student has transferred 12 credit hours.
degrees
Core counseling classes considered for transfer must be
transferred into the counseling program within eight years of
completion and must be equivalent to Webster course content and
learning outcomes as evidenced by the actual course syllabus
for the course requested for transfer. Syllabi samples and/or
templates are not sufficient. Core courses include: COUN 5050,
COUN 5100, COUN 5150, COUN 5200, COUN 5220, COUN
5600, COUN 5700, COUN 5800, and COUN 5850. Non-core
counseling courses considered for transfer can be transferred
within ten years of completion. Best education preparation for
the field may include advising applicants/students to not transfer
related but unsubstantial credits as non-core courses. Practicum
and Internship hours cannot be transferred to the degree.
Coursework that is older than eight years will not automatically
transfer/apply towards the current degree program, even when
this coursework was completed at Webster University. Students
must petition the department to apply any previous coursework.
All transfer petitions are considered on a case by case basis and
decisions rendered accordingly.
Non-specialty accredited coursework not completed at Webster
University may not adequately prepare students for nationallynormed exams.
Students/applicants receiving approval for transfer of counseling
coursework transfer the coursework content at their own risk.
Participation and enrollment in the professional counseling degree
program takes personal and professional commitment. For this
reason, counseling students are required to receive written
permission from the Department Chair to register for courses
outside of the counseling program while enrolled in the program.
Enrollment in non-counseling degree related courses is not
encouraged.
Admission
requirements.
Admissions policies and procedures for the MA in counseling
program as stated in this catalog affect students applying for
program entry in the spring term of 2016 or later. Students
currently admitted or enrolled in the counseling program, as well
as students entering the program before 2016 should reference
the 2014-15 Graduate Studies Catalog for details.
All applications are reviewed on a rolling basis. For priority
consideration, application documents must be post-marked
by June 30th for fall start in that same calendar year and
October 31st for spring start in the following calendar year.
Applicants are required to go through the University admissions
process as outlined in the graduate catalog. In addition, applicants
for the MA in counseling program are required to meet the
following requirements:
• Strict adherence to a minimum cumulative grade point
average of 2.5 or better on a 4.0 scale.
• Submission of official transcript(s) noting conferral of
baccalaureate degree(s) and transcripts of any related
graduate coursework if applicable. Students currently
pursuing their baccalaureate degree may submit an official
transcript-in-progress for admission consideration.
• Submission of a short written essay (minimum of three
pages) addressing personal and professional interests in the
professional counseling field; personal background and work
Students applying for this program must send the required
essay, resume, recommendations, and transcripts to the to
the following address:
Office of Admission
Webster University
St. Louis, MO 63119
Students applying to campuses outside of the US may be required
to submit additional documentation and/or are subject to other/
additional prerequisite educational requirements. Please consult
your campus.
After admission into the counseling program, applicants are
required to complete the following steps prior to taking classes:
• Participate in a group orientation event to discuss: a) careerrelated interests in the field of professional counseling,
b) orientation to the field of professional counseling, and
c) orientation to the Webster University MA in counseling
program. This orientation event will be scheduled through
your campus.
• Sign on the appropriate page in the Counseling Student
Handbook provided by the first night of the first class or
before.
Non-Degree Admission Applicants
Applicants with a graduate degree or current graduate program
enrollment in the following fields (professional counseling,
psychology, social work, school guidance and counseling, and
pastoral care) may be approved to register for up to four (preapproved) courses and forgo the full admission process (detailed
above under admission requirements). Non-degree applicants can
apply to start in any of Webster’s five terms. They are required
to submit an online application, official undergraduate transcript,
current related graduate transcript, and a brief statement
explaining their purpose. Upon approval, non-degree seeking
applicants must attend a pre-registration advising meeting with
a counseling faculty advisor and get their course plan approved
by the department chair or Counseling state coordinator. Nondegree students may not enroll in clinical field coursework (COUN
6000/6100/6200/6500). Students seeking to take more than four
courses must go through the full admission process and be fully
admitted into the program.
Transfer between campuses
For transfer to a non-CACREP accredited Webster campus:
Current Webster University professional counseling students may
request to be considered for inter-campus transfer prior to starting
field experience coursework.
For transfer to a CACREP accredited Webster campus:
Current Webster University professional counseling students
wishing to be considered for transfer to a CACREP accredited
109
Degrees
Special Enrollment Circumstances
history related to counseling field; career goals in the field;
and aptitude for succeeding in graduate level education.
• Submission of three completed professional references (not
friends or relatives, one of which should ideally be from a
former professor/instructor) using the Graduate Applicant
Recommendation Form. Forms are to be sent directly
to Webster University by the reference. Instructions are
included on the form.
• Submission of a resume including: education, work
experiences, leadership activities, volunteer/service work,
etc.
• Applicants to the counseling program at the Webster Groves
campus and all campuses in South Carolina will be required
to participate in a personal interview to determine fit with
program and profession per ACA Code of Ethics (2014).
degrees
Webster campus from a non-CACREP accredited campus may
request to apply no more than 12.0 credit hours of previously
completed coursework toward their degree. These hours cannot
include field experience course work.
This program is offered online and at select U.S. and international
campuses. Please see the Campus Locations section of this
catalog for a full list of campuses and the programs they offer.
Learning Outcomes
In general:
Students must be in good standing in the program to be
considered for transfer (no students on academic probation or
in remediation will be considered for transfer). The process for
transfer between Webster University campuses shall include:
• Two letters from Webster faculty at the campus of origin
regarding the student's counseling and interpersonal skills
level;
• A phone or personal interview with the Counseling Program
coordinator or designee regarding the student's counseling
and interpersonal skills level and reason for transfer; and
• Approval for the transfer by the chair of the department.
Additional documentation may be requested at the discretion of
the Counseling Program coordinator.
Students wishing to take courses at a location other than their
home campus must obtain approval from the Counseling Program
coordinator at both their home campus and the campus where
they wish to take the course(s) prior to registration. No more than
12.0 credit hours can be completed at a location other than the
student's home campus without transfer. It should be noted that
taking courses at a CACREP accredited campus does not imply
completion of a CACREP accredited degree.
• Graduates will be capable of explaining important principles,
and theories used throughout the field of cybersecurity.
• Graduates will be capable of applying knowledge in the field
of cybersecurity to analyze real world problems.
• Graduates will be capable of effectively integrating
knowledge in the field of cybersecurity to propose solutions to
real world problems.
Program Curriculum
The 40 credit hours required for the MS degree in cybersecurity
must include the required core courses.
Core Courses
•
•
•
•
•
•
•
•
CSSS 5000 Introduction to Cybersecurity (3)
CSSS 5110 Cybersecurity Communications (3)
CSSS 5120 Cybersecurity Infrastructures (3)
CSSS 5130 Cybersecurity Intelligence/Counter Intelligence
(3)
CSSS 5140 Cybersecurity Strategic Operations (3)
CSSS 6001 Practical Research in Cybersecurity (3)*
CSSS 6002 Practical Research in Cybersecurity (3)*
WSBT 5000 Career Success for the 21st Century (1)
*CSSS 6001 and 6002 must be taken sequentially over two terms;
CSSS 6001 is a Prerequisite for CSSS 6002
Cybersecurity (MS)
Program Description
The master of science (MS) degree-seeking student should
consult the Admission, Enrollment, and Academic Policies
sections for policies regarding application, admission, registration,
and the academic policies of Webster University.
Students may not apply for dual majors because of the technical
nature of this MS degree program. Students may apply for
sequential degrees as long as they do not duplicate core courses.
Education at the graduate level is an expansion of the knowledge
attained from undergraduate studies. Graduate education
encourages the development of advanced skills, theoretical
knowledge, and critical thinking skills to practice the art and
science of cybersecurity management.
Students entering the cybersecurity program should have
knowledge of computer systems, digital networks, familiarity with
internet and wireless applications, and possess good (high school
algebra and exposure to trigonometry) mathematical as well as
written and oral communication skills.
The MS in cybersecurity prepares individuals for demanding
positions in public and private sectors overseeing, operating,
or protecting critical computer systems, information, networks,
infrastructures and communications networks.
Students will be well-versed to apply their knowledge and critical
thinking related to domestic and international legal systems,
private and public policies, and ethics, as they apply cybersecurity
to, information protection, terrorism, fraud, theft, intelligence/
counterintelligence, digital forensics, pre-emptive and strategic
force operation application situations.
110
Four elective courses chosen from the following:
•
•
•
•
•
•
•
CSSS 5210 Cybersecurity Law and Policy (3)
CSSS 5220 Cybersecurity Threat Detection (3)
CSSS 5230 Cybersecurity Forensics (3)
CSSS 5240 Pre-emptive Deterrence (3)
CSSS 5250 Use and Protection of Space Assets (3)
CSSS 5260 Encryption Methods and Techniques (3)
CSSS 5990 Advanced Topics in Cybersecurity (3)**
**A maximum of two CSSS 5990 Advanced Topics in
Cybersecurity courses may be counted toward the 40 required
credit hours.
The student must also select two additional electives from CSSS
or other Webster elective credit courses that may be offered at the
location where the student is completing their MS requirements.
All students in this curriculum must complete the (CSSS 6001
[3] and CSSS 6002 [3] - Practical Research in Cybersecurity)
capstone courses over two sequential terms as a practical
research paper, an internship, or an individual or team project for
a total of [6] credit hours and 72 contact hours.
Webster reserves the right to restrict access to some courses that
may
require specific clearances to address specific classified topics
related to advanced course content in cybersecurity. Professors
must advise the Site Director, Faculty Advisor or Site Manager of
the potential of including any classified content in the course and
clearly identify the need for security clearances, the level, agency
issued by, and methods employed for the protection of information
with applicable security policies and procedures at the location
where the course is to be taught. Counselors must understand
specific clearance requirements of these courses and the specific
clearances of students attempting to enroll in these courses. This
restriction will only apply to those programs offered at National
Laboratories; Intelligence Agencies or specified Military sites
which request this level of security.
degrees
Admission
requirements.
Webster University
St. Louis, MO 63119
Sequential MS in Cybersecurity
A student who holds an MA, MS or an equivalent graduate degree
from Webster University or another regionally accredited college
or university (or its international equivalent) may earn a sequential
MS in cybersecurity from Webster University.
Transfer credit may not be applied toward the sequential MS.
These conditions apply to the student seeking the sequential MS
in cybersecurity:
Doctor of Education (EdD)
Program Description
Webster University’s Doctor of Education (EdD) in Transformative
Learning in the Global Community, offered by the School of
Education, is an interdisciplinary, scholarship and researchoriented program, which invites a broad range of educational
professionals to enter into a genre of transformative learning to
expand their knowledge and beliefs about learning and teaching.
This program develops scholars and leaders with globally
and socially conscious perspectives through the study of the
philosophies, history and theories of education systems (global,
social, and psychological); their practical and ethical applications
and global service learning practicums. This doctorate is designed
as two-year process. Students will have a limit of five years to
complete the program.
Learning Outcomes
The Doctor of Education in Transformative Learning in the Global
Community develops scholars and leaders with expertise in
interdisciplinary research and scholarship who have globally
and socially conscious perspectives. The program provides
opportunities for promoting transformative learning for individuals,
organizations, and communities, through the development of
theoretical and practical knowledge, research, and mastery of
information and communications technologies. This EdD program
enables candidates to:
• investigate and critically analyze issues, theory, practice
and policies in education systems and environments (global,
community, organizational, individual);
• apply research to develop knowledge and capacity for
studying and supporting transformative and global service
learning for individuals, organizations, and communities;
• reflect on the roles educators assume with courage and
confidence as leaders of change through global collaboration
with colleagues, students, and families; and
• demonstrate respect of diversity through their ability to
facilitate and model collaborative inquiry and dialogue for
constructivist and transformative learning.
Program Requirements
This program requires at least two-three years of advanced
coursework focused on the global community, global service
learning practicum, research, comprehensive exam and a
prospectus, dissertation research, and defense of the dissertation.
Admissions Requirement
The following are minimum eligibility requirements:
1. Submission of an admission application in hard copy.
Applications are reviewed in a continuous process.
2. Applicants are expected to have identified their burning
questions, developed expert knowledge in their areas of interest
and have a post-master's degree demonstrating advanced
knowledge and study in the field of the applicant’s proposed
dissertation research. Examples include: an Education Specialist
degree, or two master’s degrees, or equivalent significant postMaster’s academic work or extensive research and publication.
3. Applicants must be able to demonstrate a working knowledge
of educational research methods and design (a minimum of three
research inquiry courses). Should an outstanding applicant need
to expand his/her research base, he/she may take those courses
concurrently with the EdD curriculum. The research courses will
not
be part of the doctorate degree curriculum.
Some examples of possible Webster
University courses offered online are:
• LEAD 6120: Intro to Research
• SSSL 6120: Intro to Research
• SSSL 6121: Research II
Courses offered Online and Face to Face
111
Degrees
• The student must take a minimum of 28 credit hours to earn
the sequential MS in cybersecurity. This includes the 22hour degree core, as well as two electives. Electives must be
selected from the following list:
• CSSS 5210 Cybersecurity Law and Policy (3)
• CSSS 5220 Cybersecurity Threat Detection (3)
• CSSS 5230 Cybersecurity Forensics (3)
• CSSS 5240 Pre-emptive Deterrence (3)
• CSSS 5250 Use and Protection of Space Assets (3)
• CSSS 5260 Encryption Methods and Techniques (3)
• CSSS 5990 Advanced Topics in Cybersecurity (3)
• The student must meet the core course requirements of
the MS in cybersecurity. If the student enrolled in any of
the core courses as electives in his or her MA, MS or an
equivalent degree program, those courses must be replaced
with applicable CSSS electives (see list above).
• Advancement to Candidacy for sequential MS in
cybersecurity:
• Sequential MS in cybersecurity students who received
the MA, MBA, or MS from Webster University will be
advanced to candidacy with initial registration.
• A student who received the master's degree from
another regionally accredited institution will be advanced
to candidacy upon approval of the master's degree
transcript.
• Note for educators: This doctorate is not a path to earn
certification in any field of education. Certification courses are
not a part of the doctoral curriculum. If a candidate desires to
earn a certificate, he/she must work closely with an adviser
who specializes in that specific area of certification and
develop a DESE approved program of study, outside of this
doctoral program.
degrees
• LEAD 6123: Action Research I
• LEAD 6133: Action Research II
4. GRE with preferred minimum scores between the 50th - 60th
percentiles.
5. Cumulative graduate GPA of 3.7 or greater (all graduate
transcripts).
6. A writing sample demonstrating the ability to meet the rigor of a
doctoral program.
.
7. At least three letters of reference attesting to the applicant’s
potential to succeed in the program.
8. A non-refundable application fee $125. This fee is waived for
Webster University Graduates.
9. Successfully complete an interview with EdD Program
Admissions Committee during which the applicant presents his/
her research interest, ‘burning question’ and plan for dissertation.
Required Courses
• EDOC 7120 Global Histories and Politics in Education (3
hours)
• EDOC 7130 Global Communications Technologies in
Educational Systems (3 hours)
• EDOC 7140 Educational Equity and Ethics: Theory and
Policies (3 hours)
• EDOC 7150 Social Justice & Transformative Learning (3
hours)
• EDOC 7500 First Service Learning/ Internship (3-hours)
• EDOC 7155 Second Service Learning / Internship (3 hours)
• EDOC 7510 Interdisciplinary Pro-seminar I (2 hours)
• EDOC 7520 Interdisciplinary Pro-seminar II (2 hours)
• EDOC 7530 Interdisciplinary Pro-seminar IIl (2 hours)
• EDOC 7540 Interdisciplinary Pro-seminar IV (2 hours)
• EDOC 8000 Dissertation (minimum 10 credits)
Total of 36 Credit hours
Additional Information
•
•
•
•
EDOC Course Descriptions
LEAD Course Descriptions
SSSL Course Descriptions
Program of Study
For additional information, contact Dr. M. Bevel at
drmary@bevelweb.com or
Lisa Davis at lisadavis98@webster.edu
Doctor of Management
(DMgt)
The Doctor of Management is accredited by the
(ACBSP).
Program Description
The Doctor of Management (DMgt) degree is designed for
professional individuals who are seeking management knowledge
and skills from the general manager's viewpoint. Coursework,
research, and the doctoral project help students to harness
the organizational development process for creating innovative
solutions to 21st Century challenges.
Learning Outcomes
facts, concepts, principles, theories, and models used in the
areas of organizational development and leadership.
• Students will be able to effectively apply key concepts,
analytic techniques, theories, and models used in the
areas of organizational development and leadership when
analyzing complex situations.
• Students will be able to effectively integrate key facts,
concepts, principles, theories, and models in the areas of
organizational development and leadership when developing
solutions to organizational problems in complex situations.
• Students will be able to design, conduct, and successfully
defend a doctoral research project in the areas of
organizational development and leadership, using
appropriate quantitative and/or qualitative research methods.
Program Curriculum
The DMgt degree requires satisfactory completion of the following:
36 credit hours of coursework (including an Integrative Seminar),
and a 9-credit-hour doctoral project that emphasizes a solutions
approach to a management problem.
The following are required courses in the DMgt program:
•
•
•
•
•
•
•
•
•
•
DMGT 7140 Statistical Analysis (3 hours)
DMGT 7160 Quantitative Research Methods (3 hours)
DMGT 7180 Qualitative Research Methods (3 hours)
DMGT 7300 Management Systems Redesign (3 hours)
DMGT 7330 Managing in the Global Marketplace (3 hours)
DMGT 7350 Topics in Technology (3 hours)
DMGT 7370 Topics in Leadership (3 hours)
DMGT 7450 Strategic Management (3 hours)
DMGT 7500 Leadership (3 hours)
DMGT 7520 Organizational Development and Change (3
hours)
• DMGT 7750 Advanced Organizational Behavior (3 hours)
• DMGT 7900 Integrative Seminar (3 hours)
• DMGT 8000 Doctoral Project(9 hours)
Mission Statement
Admission
The mission of the Doctor of Management program is to develop
post-master's competencies and capabilities in organizational
development, leadership and applied research for a broad range
of professionals.
requirements.
Prerequisites for Admission
Application to the DMgt program requires documentation of the
following:
• A master’s degree in a management-related field, such as
business, economics, management, health management,
industrial psychology or an MBA degree.
• Superior academic ability at the graduate level.
112
degrees
• Successful completion of at least one master’s level statistics
course
• General Management Admission Test (GMAT) score.
Applicant must request that Graduate Management
Admissions send an official score report to Webster’s DMgt
program.
• A minimum of three years of management experience.
Application Deadline
Applications received by April 25th will receive preferential
consideration.
Final deadline is June 30.
Applicants to the DMgt program are accepted annually and should
submit the following:
A student who has not completed at least one doctoral-level
course at Webster University within one year from the date
of admission must reapply for admission to the DMgt degree
program. This student must be reviewed again by the admission
committee before enrolling in a doctoral-level course.
Students should consult the Tuition, Fees, and Refunds section
for information regarding tuition, fees, tuition payments, tuition
refunds, financial aid, and V.A. educational benefits.
Submission of all required documents should be sent to the
following address:
Office of Admission
Webster University
St. Louis, MO 63119-3194
Admission Process
Completed application files will be reviewed by the Doctoral
Admissions Committee
• Applicants who pass initial screening will be invited on
campus for a personal interview. An interview is not a
guarantee of admission to the program.
• The number of persons admitted for a given cohort will vary
according to the total number of students currently in the
program.
• Applicants will be notified of final decision by late July or
August.
• Admitted students will begin their degree program in the Fall
2 term.
• Admitted students are required to submit a deposit to secure
their position in the class.
International Students
Applicants who are not U.S. citizens or permanent residents
please complete all of the above documentation and submit the
following:
• TOEFL, IELTS or Pearson score-official only
• TOEFL Paper: 575
TOEFL Computer: 230
iBT: 89
IELTS: 6.5
Pearson: 53
Transfer of Credit
At the time of admission, the admission committee will determine
coursework acceptable for transfer into the DMgt program.
A maximum of 6 credit hours may be transferred into the doctoral
program. This coursework must be equivalent to required courses
in the DMgt program.
Coursework that has been applied toward the completion
of a degree and reading courses or courses completed by
independent or directed study cannot be transferred into a DMgt
program.
Academic Probation and Dismissal
Students accepted into this program are expected to perform
academically at a doctoral level. To remain in this program,
students are expected to achieve the following academic
milestones based on a grade-point average:
• At end of six Core Courses: Have a GPA of 3.0
• At the conclusion of their final classroom course: Have a
GPA of 3.0
Failure to achieve either GPA milestone will result in the student
being dismissed from the program. For the GPA system, see
Academic Policies and Procedures.
Students whose GPA falls below 3.0 or who receives a grade
below a B in a course will meet with the program director to
discuss their academic performance.
Other doctoral academic quality policies include:
• A student who receives an F grade in a course must retake
the course with a satisfactory grade before enrolling in the
Integrative Seminar.
• A student must complete Integrative Seminar with a grade of
B or better before advancing to the methodology courses.
• A student who receives an F grade in a methodology course
must retake the course with a satisfactory grade before
forming a Doctoral Project committee.
Doctoral policies on retaking courses:
• A student who receives a C grade has the option of retaking
the course.
• A student may retake one core course and a total of two
courses overall.
• No course may be retaken more than once.
The student is advanced to candidacy following the successful
completion of the 12 classroom courses and after the faculty
has approved the Doctoral Project proposal. Information on the
format and requirements for the Doctoral Project is available in
the doctoral student handbook, which can be obtained from the
program director.
Degree Completion
Upon completion of a successful defense of the doctoral project,
as reviewed by the student’s project committee, the committee
will recommend to the dean of the George Herbert Walker School
of Business & Technology that the student be awarded the DMgt
degree.
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Degrees
• Fill out and submit application
• A statement of goals, summarizing how the doctorate will
advance the student’s career goals and personal objectives.
• Official transcripts of all previous undergraduate and
graduate coursework. An English translation must be
included if the transcripts are from a foreign institution.
• At least three letters of recommendation from business
associates and/or faculty.
• A $125 nonrefundable application fee (waived for Webster
University graduates).
•
•
•
•
degrees
As of June 1, 1992, students who enter the program must
complete all degree requirements within five years after
completion of their initial DMgt course. A student may apply to
the DMgt program director for a maximum of two (2) one-year
extensions of the five-year time limit for completion of the DMgt.
A student may apply to the DMgt program director for a leave of
absence of two years or less. If the absence is approved, the fiveyear time limit will be suspended for that period and will resume at
in DMgt courses.
• ECED 5670 Social Intelligence and Relationships: The
Foundations for Learning (3 hours)
• ECED 5750 Negotiated Learning: The Reggio Approach to
Early Education (3 hours)
• ECED 5820 Creating Learning Environments (3 hours)
• ECED 5860 Cross-Cultural Perspectives in Early Childhood
(3 hours)
• ECED 5870 Valuing the Expressive Languages in Education
(3 hours)
• ECED 5800 Applied Research (3 hours)
Electives (9 hours)
Students may choose from the list below or select other
appropriate course options, with advisor approval:
Early Childhood Education
(MA)
Program Description
•
•
•
•
•
•
•
COMM 5830 Emergent Literacy (3 hours)
COMM 5910 Investigations in Reading: Primary (3 hours)
ECED 5480 Math Methods for the Young Child (3 hours)
ECED 5740 Inquiry Learning in Early Childhood (3 hours)
ECED 5830 Topics in Early Learning (3 hours)
ECED 5840 Issues in Parenting (3 hours)
ECED 5830 Topics in Early Learning: The Young Child as
Naturalist (3 hours)
• ECED 5760 Fundamentals of the Reggio Approach Study
Tour (3 hours)
Candidates pursuing the MA in early childhood education
engage in observation and documentation to research children's
learning processes and analyze them in light of developmental
theory, current research, best practices, and historical and
social contexts. This kind of action research informs curriculum
decisions and program improvement.
Total: 33 hours
International perspectives on young children and early childhood
education are explored, with in-depth study of the internationally
acclaimed early childhood education programs and philosophy
of Reggio Emilia, Italy. Central to this philosophy are a strong
image of the capabilities of young children; support for integrative,
inquiry based, and collaborative learning; participation of families
and community; the use of observation and documentation to
inform curriculum planning and reflective learning with children;
and quality learning environments.
Learning Outcomes
The goals of the MA in early childhood education are to cultivate
graduates who:
•
a. Develop and refine the skills and concepts of
collaborative action research in the process of
assessing and making learning visible.
b. Develop understanding of cross-cultural and
international perspectives on early learning and
education to inform responsive teaching and learning.
c. Explore and formulate general criteria and contexts for
quality learning environments and materials for young
children.
d. Analyze the relationship between social constructivist
principles and practices and standards-based
curriculum and assessment.
e. Integrate content learning through inquiry based
curriculum and collaborative learning experiences.
Requirements
The 33 credit hours for the MA in early childhood education must
include the following courses:
Core Course Requirements (24 hours)
• ECED 5470 Observation, Documentation and Analysis in
Early Childhood Education (3 hours)
• ECED 5510 Understanding and Supporting Children's
Thinking (3 hours)
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Optional Emphasis Area
Students who wish to pursue a special emphasis area in inclusive
education, in addition to their degree program, may pursue the
following program. This is an option available to those who have a
special interest in inclusive education.
classroom teachers and regular and special educators at
the pre-primary, elementary, and secondary levels with the
knowledge base, practical applications, and strategies necessary
for implementing a successful inclusive education program
appropriate to the diverse needs of students in today's regular
classroom.
This emphasis will enable practicing teachers to investigate issues
and examine strategies that relate to the education of all students,
regardless of ability, in their local school. In addition to the 24
required early childhood credit hours, students must complete at
least 9 credit hours of appropriate coursework related to inclusive
education.
The following two courses are required for the area of
emphasis in inclusive education:
• EDUC 5080 Planning for the Inclusive Classroom (3 hours)
• SPED 5381 Methods for Teaching Students with Mild/
Moderate Disabilities (3 hours)
In addition, students select one course from the following
courses:
• SPED 5250 Behavior Management for Children with Special
Needs (3 hours)
• SPED 5260 Career Preparation for Students with Special
Needs (3 hours)
• SPED 5270 Advocating for Persons with Disabilities (3 hours)
• SPED 5290 Collaborative Practices for the 21st Century
Classroom (3 hours)
• SPED 5300 Communicating with Families and Disabled
Persons (3 hours)
• SPED 5330 Legal Issues in Special Education (3 hours)
degrees
• ECED 5830 Topics in Early Learning: Assessment for
Intervention of Infants and Young Children (3 hours)
• ECED 5830 Topics in Early Learning; Early Childhood
Special Education Curriculum (3 hours)
Admission
requirements.
• Receipt of official transcripts from an accredited
baccalaureate-granting institution.
• A baccalaureate degree in early childhood education or
a related field, or early childhood education certification.
Individuals who do not meet these criteria may be interested
in our MAT in early childhood education.
• Cumulative undergraduate GPA of 2.5 or higher.
• Essay: What motivated you to become an early childhood
educator? Based on the School of Education's mission
statement, the Early Childhood Education program
description and candidate learning outcomes, how do
you think you participation in this program will help you to
accomplish your personal and professional goals?
Completed application files will be reviewed by the Department of
Language, Literacy, and Leadership
Advancement to Candidacy (ATC)
Automatic ATC based on 12 credit hours of 3.0 GPA graduate
level ECED courses.
Learning Outcomes
The goals of the MAT in early childhood education are to cultivate
graduates who:
• Demonstrate competence as a teacher researcher through
ability to observe, document, and analyze children's ideas,
learning processes, and actions.
• Apply an interdisciplinary, collaborative, and ecological
systems-oriented approach to early education that
encourages family and community participation.
• Create curriculum that is grounded in an understanding of
subject matter, developmental theory, and ongoing research;
that is responsive and respectful of diverse learners and their
families; that considers the physical and social contexts of
learning; and that promotes inquiry and multiple forms of
expression.
• Demonstrate professionalism through communication
and collaboration with colleagues, families, children, and
community leaders; and through understanding and respect
for self and others.
Requirements
Course Requirements
• ECED 5010 Foundations of Early Childhood Education (3
hours)
• ECED 5430 Language and Motor Development in Infant
Toddler Programs (3 hours)
• ECED 5460 Curriculum Design (3 hours)
• ECED 5470 Observation, Documentation and Analysis in
Early Childhood Education (3 hours)
• ECED 5480 Math Methods for the Young Child (3 hours)
• ECED 5880 Integrating Resources: Community Schools and
Family (3 hours)
• COMM 5820 Foundations of Reading Instruction (3 hours)
• COMM 5830 Emergent Literacy (3 hours)
• ECED 5096 Apprentice Teaching Seminar (1 hour)
• ECED 5940 Apprentice Teaching: Pre-Primary (6 hours)
• ECED 5950 Apprentice Teaching: Primary (9 hours)
Early Childhood Education
(MAT)
Total: 40 hours
Additional Courses Required for Certification
Program Description
Students pursuing early childhood education in the MAT program
study young children and their families from an ecological systems
perspective. The emphasis is on the integration of knowledge of
child development, relationships with families and community,
developmentally appropriate practice, and the curriculum content
areas.
Students learn to identify strategies to support the development
of individual children and design appropriate educational plans
for them. Strategies for meeting the diverse needs of all children
in an inclusive environment are emphasized. Throughout this
major, students explore methods of consultation and collaboration
among teachers, therapist, parents, and others involved in
providing services to young children.
The MA in early childhood education has been nationally
recognized as an advanced degree that provides evidence
that candidates have a strong foundation of both content and
pedagogical knowledge by the National Association for the
Education of Young Children (NAEYC) and the Council for the
Accreditation of Educator Preparation (CAEP).
• CMAT 5000 Teaching in a Diverse Society (3 hours)
(To be completed within the first 2 semesters; must be taken
in residence at Webster; grade of B- or better required)
• COMM 5000 Fiction, Nonfiction and Poetry for children (3
hours)
hours)
• ECED 5431 Practicum: Infant/Toddler(1 hour)
• ECED 5461 Practicum: Pre-Primary (1 hour)
• ECED 5462 Practicum: Primary(1 hour)
• EDUC 4020 Health, Nutrition and Safety (3 hours)
• EPSY 5505 Applied Development & Educational Psychology
(3 hours)
• EPSY 5170 W1/SPED 5250 Behavioral Management (3
hours)
• EDTC 5410 Technology In-Service Topics (1 hour)
• SPED 5860 Psychology of the Exceptional Student (3 hours)
Prior to apprentice teaching, candidates must take and pass the
Missouri Content Assessment Exams: Early Childhood 064.
115
Degrees
Office of Admission
Webster University
St. Louis, MO 63119-3141
degrees
Teacher Certification in Early Childhood Special
Education
innovation have the option of completing the major on a Thesis
track or a Non-Thesis track.
Early childhood education MAT students may receive an added
teaching certificate in early childhood special education. These
students should contact the Teacher Certification advisor.
This program is available with 100% online courses, or with faceto-face courses at the St. Louis home campus, and at select U.S
campuses. Please see the Campus Locations section of this
catalog for a full list of campuses and the programs they offer.
Student Internship and Apprentice Teaching
Students must also complete the following courses to earn both
the MAT Early Childhood Degree and to complete certification in
early childhood.
• ECED 5096 Apprentice Teaching Seminar(1 hour)
• ECED 5950 Apprentice Teaching: Primary (3 hours)
Apprentice teaching is a requirement for all initial certifications.
Students must apply by September 15 for Spring placement and
by February 15 for Fall placement. Applications for practicum
and apprentice teaching are done through TK20. Directions are
located on the School of Education website.
Admission
institution.
• B- or greater in a college-level math course.
• B- or greater in a college-level composition course.
Webster University
Office of Admission
St. Louis, MO 63119
Literacy and Leadership Department
Advancement to Candidacy (ATC)
Automatic ATC based on 12 credit hours of 3.0 GPA graduate
level ECED courses.
Education and Innovation
(MA)
Program Description
Webster University’s Master of Arts (MA) in education and
innovation provides educators and other professionals with the
knowledge, skills and “personal power tools” for citizenship and
leadership in the Global Age. The program enables candidates
to work in multi-faceted learning environments which are locally
and globally interconnected, and technology-embedded. The
program emphasizes the development of knowledge, skills and
competencies for educators in schools and other formal, informal
and virtual-social learning communities.
As part of Webster University’s mission, the MA in education and
innovation aims “to transform students for global citizenship and
individual excellence.” Candidates in the MA in education and
116
Program Emphases
Candidates in the MA in education and innovation program may
select (a) an Emphasis Area or (b) a Graduate Certificate, or they
may complete (c) the major without an Emphasis Area.
(a) Currently available Emphasis areas include:
• Emphasis in Education for Global Sustainability
• Emphasis in Positive Behavioral Interventions and Supports
(PBIS)
(b) Graduate Certificates within the MA in education and
innovation program include:
• Graduate Certificate in Applied Behavior Analysis*
• Graduate Certificate in Assessment of Learning & Cognitive
Development
• Graduate Certificate in Education for Global Sustainability
• Graduate Certificate in Gifted Education and Talent
Development
• Graduate Certificate in Immigrant and Refugee Education
• Graduate Certificate in Leadership in Tiered Systems of
Support: RTI & PBIS*
• Graduate Certificate in Mobile Technology in Education*
• Graduate Certificate in Online Teaching and Learning
• Graduate Certificate in Teaching Globalization & History
• Graduate Certificate in Tiered Instruction & Intervention: RTI
& PBIS
For complete list of available Graduate Certificate programs in
Education, see http://www.webster.edu/certificates/
(c) Candidates may also complete the major in education and
innovation without an emphasis area or Graduate Certificate.
Candidates without an emphasis or Graduate Certificate declare
a self-selected specialization area. This specialization identifies
an area of focus in the broad domain of education and innovation.
This specialization area is not transcripted. Candidates may name
their specialization area narrowly or broadly. Examples of possible
specialization areas include: Professional Learning Communities;
Instructional leadership; Adult Learning; International Education,
Global Studies; Creativity Studies; Educational Philosophies; and
Educational Equity and Justice.
Learning Outcomes
The Master of Arts (MA) in education and innovation embraces
Webster University’s mission to “transform students for global
citizenship and individual excellence” through the School of
Education goals and dispositions. Candidates completing the MA
in education and innovation will be able to:
• Facilitate and Inspire Student Learning and Creativity.
Educators use their knowledge of subject matter, teaching
and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both
face-to-face and virtual environments. [ISTE NETS-T (2008),
#1]
• Design and Develop Student-Centered Learning
Experiences and Assessments. Educators design,
develop, and evaluate authentic ("real-world"), studentcentered learning experiences and assessment incorporating
contemporary tools and resources to maximize content
learning and to develop students' knowledge, skills, and
attitudes. [ISTE NETS-T (2008), #2]3.
degrees
• Model 21st Century Work and Learning. Educators exhibit
knowledge, skills, and work processes representative of an
innovative professional in a global and digital society. [ISTE
NETS-T (2008), #3]
• Promote and Model Global / Digital-Age Citizenship
and Responsibility. Educators understand local and
global societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical behavior in their
professional practices. [ISTE NETS-T (2008), #4]
• Engage in Professional Growth and Leadership.
Educators continuously improve their professional practice,
model lifelong learning, and exhibit leadership in their school
and professional community. [ISTE NETS-T (2008), #5]
• Develop and Demonstrate Knowledge, Skills, and
Professional Dispositions To Help All Students Learn
[NCATE 3c]
Summary of Assessment Plan
The assessment plan for the MA in education and innovation will
include four transition points and key assessments in courses.
The key assessment standards are based on the National
Educational Technology Standards for Teachers (NETS-T, 2008)
and NCATE’s Candidate knowledge, skills, and professional
dispositions Standards #1a, #1b, #1c, #1d, #1e,#1f, #1g and #3c.
The transition points in the program are:
2. Requisite Competencies are assessed in the following courses:
• EDUC 5001 Foundations of Global Citizenship (NETS-T
2008: 4a,b,c,d; 5a,b)
• EDUC 5461 Curriculum and Creativity (NETS-T 2008: 1a,b,c;
2a,b,c; NCATE 3c Impact on PK-12 learners)
• EDUC 5631 Literacies and Technology (NETS-T 2008:
3a,b,c,d)
3. EDUC 5201: Advancement to Candidacy: Students are
advanced to candidacy status after: (a) successfully completing
12 credit hours of required or core courses in the program, with
grades of B– or better; and (b) approval of declaration of NonThesis (with proposed specialization or emphasis area), or Thesis
Track (with proposed Thesis topic). A student who receives one
NC or two C’s before advancement is dismissed. Students may
not enroll for courses beyond 21 hours until both 3(a) and 3(b)
above have been successfully completed.
4. An overall program competencies review is included in the
capstone course (EDUC 6001 Integrated Studies in Education);
and the Thesis course (EDUC 6250 Thesis). (NETS-T2008: 1d,
3d, 4a,b,c,d, 5c,d; NCATE 3c Impact on PK-12 learners)
Education and Innovation Major (Without
Emphasis)
Required Courses (9 hours)
• EDUC 5001 Foundations of Global Citizenship (3 hours)
• EPSY 5461 Curriculum and Creativity (3 hours)
• EDUC 5631 Literacies and Technology (3 hours)
Specialization Area and Elective Courses (21-24 hours)
• EPSY 5800 Applied Research (Required for Thesis Track
Only) (3 hours)
• Additional Electives
Elective courses include additional hours of advisor-approved
graduate School of Education courses pertinent to the
student’s Graduate Certificate Program, specialization area,
or Master’s Thesis topic.
Capstone or Thesis (3 hours)
• EDUC 6001 Integrated Studies in Education (For Non-Thesis
Track) (3 hours)
-OR- EDUC 6250 Thesis (For Thesis Track) (3-6 hours)
TOTAL: 33 hours for Non-Thesis Track; 36 hours for Thesis
Track
Emphasis in Education for Global Sustainability
The emphasis in Education for Global Sustainability (EFGS)
provides professionals in education and other disciplines the
knowledge, skills, and tools necessary to model and lead with the
principles and practices of sustainability. The emphasis includes
theory, research, and action planning for global environmental,
economic, political, human rights and social justice issues in the
P-12 context.
• EPSY 5461 Curriculum and Creativity (3 hours)
Emphasis Area Courses (12 hours)
Choices to be approved by program coordinator. EFGS 5000
Education for Global Sustainability is required. Candidates must
have one course each in economics, environmental issues and
social sustainability.
• EFGS 5000 Education for Global Sustainability (3 hours)
[required]
• Additonal 9 hours of EFGS courses
Additional Electives (9 hours)
graduate School of Education courses pertinent to the student’s
Emphasis Area (EFGS courses and others).
Capstone or Thesis (3-6 hours)
Track)
Total: 33 hours for Non-Thesis Track
Emphasis in Positive Behavioral Interventions
and Supports (PBIS)
The emphasis in PBIS is designed to provide educators with
the knowledge and expertise to design, implement and evaluate
individual, small group, and systematic strategies that improve
social behavior and learning out comes for K-12 students. The
conceptual framework for PBIS is based in "Tiered Systems"
approaches to improving academic and social outcomes for
all students. This program is targeted to educators who are
interested in pursuing careers as behavior specialists and/or
school-wide PBIS team members or consultants.
• EDUC 5461 Curriculum and Creativity (3 hours)
Emphasis Area Courses (12 hours)
The following coursework is required for an emphasis in PBIS:
117
Degrees
1. Admission into the program: (a) A minimum 2.5 GPA from
accredited college or university; and (b) satisfactory completion
of an admissions essay describing the candidates’ professional
goals.
Up to 9 hours of approved transfer graduate courses from
other universities or in-service courses may be included in
the program (6 credit hours maximum from other universities
and 6 credit hours maximum in-service courses).
degrees
PBIS (3 hours)
• SPED 5701 Universal School-Wide PBIS** (3 hours)
(may substitute for SPED 5413, with permission of advisor)
• SPED 5702 Secondary Prevention: Targeted Group
Interventions (3 hours)
theory and practice and ethical decision-making to create
an optimal learning environment.
3. The educational leader/candidate/graduate will reflect upon
his/her own practice in order to become an agent of change
in classrooms, schools and communities
4. The educational leader/candidate/graduate will demonstrate
respect for and participate in a diverse community of global
learners including students, teachers, colleagues and
families.
Additional Electives (9 hours)
graduate School of Education courses pertinent to the student’s
Graduate Certificate Program, self-named specialization area, or
Master’s Thesis topic.
Capstone or Thesis (3-6 hours)
Track)
or EDUC 6250 Thesis (For Thesis Track) (3 hours)
Total: 33 hours for Non-Thesis Track; 36 hours for Thesis
Track
Admission
requirements.
Dispositions
The manner in which an individual behaves (his or her
dispositions) has a global impact. ELCC Standards stipulate three
foundational dispositions that subsume all others. If one acts with
integrity, fairness, and ethically then one will be able to promote
success of all students in our global community.
Candidates who complete the program are prepared to be
educational leaders who have the knowledge and ability to
promote the success of all students by acting with integrity, fairly,
and in an ethical manner.
• 5.1 Acts with Integrity
• 5.2 Acts Fairly
• 5.3 Acts Ethically
This program is offered online and at the St. Louis home campus
Program Description
institution.
• Essay: Describe your professional goals.
Office of Admission
Webster University
St. Louis, MO 63119-3141
Multidisciplinary Studies Department
(EdS)
Vision
To develop exemplary leaders for tomorrow's world.
Mission
To provide academic rigor, pragmatic experiences and
opportunities for individuals to become courageous leaders who
are responsive to the diverse needs of the global community.
Goals
and model scholarship and lifelong learning skills.
effective teaching, learning, and leadership based on sound
118
The Education Specialist (EdS) provides many opportunities for
those who wish to increase their knowledge and skills beyond
the master’s level. Course-work, action research, and internship
experiences enable students to develop and demonstrate
competencies required to move from a specific focus in teaching,
curriculum, or support services in schools to the broader view
of the educational leader in the community. The EdS program
encourages educators to think outside the box, seek solutions to
challenges in schooling, to make the world different, and find the
courage to do what is best for all students.
Certification
Students wishing to combine the EdS program with the
certification program must work with their advisor and EdS faculty
to meet certification requirements and document performance.
Students in the educational leadership major can work toward
elementary, middle, or high school principal certification as well
as special education director. After successful completion of
state-required assessment activities, students can apply for
administrative certification.
Webster University does not grant administrative certification.
Coursework is based upon the requirements as stated by NCATE,
DESE, ISLLC, and ELCC. The goal of the program is to increase
student knowledge and skills to be better prepared to take the
licensure test issued by the department of education in the state
where the student resides. Therefore, it is in the student’s best
interest to confirm certification requirements with the department
of education in the state in which they reside or wish to obtain
certification. Certification requirements vary from state to state.
The EdS requires satisfactory completion of 38 credit hours of
curriculum. Students seeking administrative certifications must
also hold valid teacher certification for the appropriate grade level
or specialty area. Students seeking an out-of-state certificate must
con-tact their State’s department of elementary and secondary
education for information on requirements for administrative
certificates. Some states require students to complete the entire
program at one university before issuing certification. Some states
also require that you must complete the entire Ed S program
degrees
before certification will be granted. Please check with your
state's Department of Elementary and Secondary Education for
certification requirements.
The student should consult the Academic Policies and Procedures
section of the catalog for Webster University policies regarding
course attendance; conduct; grades; academic warning,
probation, and dismissal; transcripts; and diploma. Procedures
for registration and drop, add, and withdrawal from a course are
outlined in the Enrollment section of this catalog.
EdS students are required to demonstrate graduate level writing
skills. Students who are unable to do so will be required to seek
assistance for every writing assignment at Webster University’s
Writing Center.
The EdS program consists of a prescribed curriculum that
includes coursework, internships, and a capstone course. This
course includes a formal review of the student’s portfolio of
documented competencies or other faculty-approved methods of
documenting established competencies
The following are required courses for the EdS program in
educational leadership:
Face-to-face program:
*LEAD 6000, 6007, and 6008 may be taken as electives in
other School of Education graduate programs if approved by the
program advisor.
**Students may not register for LEAD 6001, 6002, 6003, or 6004
unless they are formally admitted to the EdS program or have
permission from the program coordinator.
***Students must take LEAD 6123 prior to LEAD 6133.
*** Students enrolled in the Educational Leadership program must
pass the appropriate Praxis/licensure exam prior to enrolling in
LEAD 6009/LEAD 6121 and must have the permission of the
program coordinator(s).
•
•
•
•
LEAD 6127 Personnel (2 hours)
LEAD 6128 Facilities & Building Level Management (1 hour)
LEAD 6129 Curriculum (2 hours)
LEAD 6130 Supervision (2 hours)
LEAD 6131 School and Community Relations (2 hours)
LEAD 6132 Seminar in Principalship: Issues and Politics (2
hours)
LEAD 6133 Action Research Internship Step Two (2 hours)
LEAD 6134 Optional Topics for Internship I: Dispositions (2
hours)
LEAD 6135 Optional Topics for Internship II: Diversity (2
hours)
LEAD 6136 Special Education Internship (2 hours)
Program description materials providing additional information on
course requirements for specific certification can be obtained from
an EdS advisor.
***Students must take LEAD 6123 prior to LEAD 6133.
*** Students enrolled in the Educational Leadership (EdS)
program must pass the appropriate Praxis/licensure exam prior to
enrolling in LEAD 6009/LEAD 6121 and must have the permission
of the program coordinator(s).
Admission
requirements.
Applicants to the EdS program are accepted each term. The
applicant will submit the following credentials.
• Completion of a master’s degree in education or a related
field, such as social work, business, or communications.
• Superior academic ability at the graduate level with at least a
3.0 GPA.
coursework.
• At least three letters of recommendation from faculty and/or
associates.
• An entry interview.
• Essay:
How will you demonstrate and hope to continue to
demonstrate the dispositions of ethics, integrity, and
fairness (stipulated by the ELCC and NCATE) as a future
administrator?
Webster University
Office of Admission
St. Louis, MO 63119
Online program:
• LEAD 6119 Educational Foundations of Administration (3
hours)
• LEAD 6120 Research I (2 hours)
• LEAD 6121 Portfolio Based Analysis (2 hours)
• LEAD 6122 Special Education Law (3 hours)
• LEAD 6123 Action Research Internship Step One (2 hours)
• LEAD 6124 Schools and Leadership Law (2 hours)
• LEAD 6125 Building Level Administration (3 hours)
• LEAD 6126 School Building Finance (3 hours)
The student is advanced to candidacy upon the successful
completion of the advancement packet. The timeline for
advancing to candidacy is after successful completion of the
first 6 hours and before completion of 12 hours. Completing the
Advancement to Candidacy packet is the student's responsibility.
The packet must be completed at this time in order for the student
to continue to take courses. The advancement to candidacy
information may be found online.
119
Degrees
• LEAD 6000 Introduction to Educational Leadership* (2 hours)
• LEAD 6001 Foundations in Educational Leadership** (5
hours)
• LEAD 6002 School Administration and Resource
Management** (5 hours)
• LEAD 6003 Instructional Leadership** (5 hours)
• LEAD 6004 Leadership and Collaboration** (5 hours)
• LEAD 6006 Advanced Internship (optional) (1-3 hours)
• LEAD 6007 Topics in Educational Leadership* (1-3 hours)
• LEAD 6008 Foundations in Special Education Administration*
(3 hours)
• LEAD 6009 Leadership Seminar (2 hours)
• LEAD 6123 Action Research Internship Step One (2 hours)
• LEAD 6133 Action Research Internship Step Two (2 hours)
• LEAD 6134 Optional Topics for Internship I: Dispositions (2
hours)
• LEAD 6135 Optional Topics for Internship II: Diversity (2
hours)
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degrees
(MET)
Program Description
The Master of Educational Technology (MET) degree enables
professional educators and corporate trainers to develop multiple
literacies and to foster creative thinking using technologies.
Candidates learn how to develop learner-centered and contentcentered projects and assessments. Candidates in this program
acquire the 21st century learning skills to creatively apply, assess,
and reflect on technologies and media in formal and informal
learning environments. Candidates view technology and media as
vehicles for learning, communication, and collaboration.
This program is offered online, at the St. Louis home campus
and at select U.S campuses. Please see the Campus Locations
section of this catalog for a list of campuses where this program is
offered.
Themes of the Master of Educational Technology
Degree Program
Candidates who pursue the master of educational technology
(MET) degree explore technology and multimedia including print,
graphics, sound, video, and the web. The degree is aligned to
ISTE NETS-T standards:
• Practicing, supporting and fostering student learning and
creativity through technologies
• Enhancing student learning experiences and assessments
with digital age tools and processes
• Modeling authentic digital age work and learning practices
through collaboration, professional development, and
leadership in professional learning communities
• Practicing and modeling digital citizenship and responsibility
with colleagues and with students
• Engaging in professional growth and leadership.
Learning Outcomes
Students completing the MET degree program will be able to:
• Model ethical uses and applications of digital media in
educational and work settings. (NETS.T 2008.4)
• Demonstrate effective uses of technology and multimedia
(audio, video, text, images, interactive media, etc) for student
learning and teacher reflection, professional growth and
productivity. (NETS.T 2008.2; NETS.T 2008.5)
• Demonstrate effective uses of technology and multimedia
(audio, video, text, images, interactive media, etc) for
collaborative learning and the development of professional
learning communities. (NETS.T 2008.3)
• Design, develop, implement, and evaluate technologyembedded learning experiences for students that enhance
content mastery, creative thinking, critical thinking, and global
citizenship. (NETS.T 2008.1)
Program Curriculum
Students pursuing the master of educational technology (MET)
are required to complete 33 credit hours in the curriculum.
Technology Core Courses (11 hours):
• EDTC 5040 Graphic Design for Educators (2 hours)
• EDTC 5070 Desktop Publishing for Educators (2 hours)
• EDTC 5290 Digital Video for Educators (3 hours)
or EDTC 5295 Advanced Digital Video (3 hours)
• EDTC 5550 Web Page Authoring and Design I (2 hours)
• EDTC 5555 Web Page Authoring and Design II (2 hours)
Electives (12 hours)
• At least 6 credit hours must be in EDTC, other than EDTC
5210 and EDTC 5410
Capstone (2 hours)
(Both courses are required)
• EDTC 5995 Final Program Survey(0 hours)
• EDTC 5996 Content Performance Portfolio
This course includes a formal review of the student’s portfolio
of documented competencies or other faculty-approved
methods of documenting established competencies. (2
hours)
Polices & Procedures
Admission
requirements.
• Receipt of official transcripts from a baccalaureate-granting
institution.
• Essay: Why are you interested in a MET in Educational
Technology?
Office of Admission
Webster University
St. Louis, MO 63119
Completed application files will be reviewed by the Coordinator of
Educational Technology.
Upon completing 9 credit hours within the MET and prior to the
completion of 21 hours in the MET, all degree-seeking students
are required to be advanced to candidacy. For specific details
please see your advisor.
Leadership (EdS)
All majors take the following courses:
Design & Ethics Core Courses (8 hours)
• EDTC 5460 Curriculum Design Technology (3 hours)
• EDTC 5465 Instructional Design (2 hours)
• EDTC 5900 Technology Ethics & Society (3 hours)
120
degrees
Program Description
Technology is integral to all teaching and learning in this global
age. Technology leaders apply processes and tools to provide for
professional development experiences for professional educators.
The education specialist in educational technology leadership
program is designed to prepare and support candidates for
educational technology leadership at multiple levels: from the local
school to the broader national and global contexts.
Candidates who pursue the educational specialist in technology
leadership degree focus on leadership in building technology
embedded learning communities and workplaces. They acquire
knowledge, skills and competencies for building, facilitating
and supporting technology-rich learning environments. Their
experiences involve planning professional development
experiences, managing facilities and organizing human and
technical resources for evidence based technology integration.
Note: Program prerequisites are to be completed before beginning
coursework for the
EdS in educational technology leadership
for those students who have not completed prerequisite courses
(or an appropriate equivalent) within five years of entering the
program and having earned a grade of B or better.
If the appropriate prerequisite course content was completed
more than five years prior to entering the program, the department
will allow a waiver if the student demonstrates command of the
content area by successfully completing a waiver examination.
Prerequisite courses may not count as electives in the 38-credithour
.
Required Courses
This program is only offered online.
Learning Outcomes
Students completing the education specialist in technology
leadership degree will be able to:
•
The EdS in educational technology leadership degree-seeking
student should consult the Admission, Enrollment, and Academic
Policies sections for policies regarding application, admission,
registration, and the academic policies of Webster University.
Academic policies or exceptions to policies applicable to EdS
students are noted under their respective general academic
policies.
Prerequisites
For those students who do not have a master’s degree in
educational technology, the following prerequisites need to be
met prior to taking the required courses for the EdS in educational
technology leadership.
• EDTC 5460 Curriculum Design: Tech Apps (3 hours)
• EDTC 5465 Instructional Design (2 hours)
• EDTC 5900 Technology, Ethics, and Society (3 hours)
Choose one of the following two:
• EDTC 5745 Instructional Technology, Planning, and
• EDTC 5032 Introduction to Assessment Using Technology (2
hours)
Leadership Courses (9 hours)
• EDTC 6465 Design of Technology Supported Learning
Environments (3 hours)
• EDTC 6460 Foundations of Educational Technology
Leadership (3 hours)
• EDTC 6022 Designing Accessible Learning Communities (3
hours)
Technological Core Courses (11 hours)
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•
•
•
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EDTC 6300 Technology Project Management (3 hours)
EDTC 5250 Programming for Educators I (2 hours)
EDTC 5255 Programming for Educators II (2 hours)
EDTC 5720 Computer Networks (2 hours)
EDTC 5730 Technology Environment Management (2 hours)
Field Courses (2 hours-Choose two):
• EDTC 6461 Design of Technology Supported Learning
Environments Internship (1 hour)
• EDTC 6301 Technology Project Management Internship (1
hour)
• EDTC 6136 Designing Accessible Learning Communities
Internship (1 hour)
Educational Technology Electives (9 hours):
•
•
•
•
•
EDTC 5332 Computer Information Systems (3 hours)
EDTC 5338 Evaluating Emerging Technologies (3 hours)
EDTC 5340 Modeling Data to Enhance Instruction (3 hours)
EDTC 5632 Databases for Decision Making (3 hours)
EDTC 5637 Systemic Change Theory & Technology (3
hours)
• EDTC 5740 Planning Educational Technology Facilities (3
hours)
• EDTC 5900 Technology, Ethics & Society(3 hours)
Research (7 hours)
• EDTC 6240 Educational Statistics (2 hours)
• EDTC 6245 Research Design (2 hours)
• EDTC 6996 Content Performance Portfolio (3 hours)
Final Program Survey (0 hours):
• EDTC 6995 Final Program Survey (0 hours)
121
Degrees
• demonstrate and model continuous growth and
development of the understanding of technology
operations and concepts. [TF-I]
• plan, design, and model effective learning environments,
curriculum plans, authentic learning experiences and
assessment / evaluation strategies that are consistent
with current research and supported by technology [TFII, III, IV]
• contribute to personal productivity, professional
development, and the building of a learning communities
with a shared vision for campus or institutional
integration of technology [TF-II, V, VIII]
• understand and model the social, ethical, legal, and
human issues in the ethical use of technology in schools
and society [TF-VI]
• promote the development and implementation of
technology infrastructure, procedures, policies,
plans, and budgets for schools and other learning
environments. [TF-VII]
Students pursuing the educational specialist in technology
leadership are required to complete 38 credit hours. All majors
take the following required courses:
degrees
Admission
requirements.
Applicants to the EdS program are accepted each term. The
applicant will submit the following credentials to the Educational
Technology Coordinator:
• Completion of a master’s degree in educational technology or
a related field.
3.0 GPA.
coursework.
associates.
• An essay entitled, “Why are you interested in the
degree?
Office of Admission
Webster University
St. Louis, MO 63119
Multidisciplinary Studies Department
Upon completing 9 credit hours and prior to 21 hours within the
EdS, all degree-seeking students are required to be advanced to
candidacy.
Transfer of Credit
Students may transfer no more than six (6) hours of graduate
course work from another accredited institution of higher learning.
In-service credit is not allowed for the
degree. The transfer credit is allowed to be applied only toward
the elective requirements.
The student should consult the Academic Policies section of
the catalog for Webster University policies regarding course
attendance; conduct; grades; academic warning, probation, and
dismissal; transcripts; and diploma. Procedures for registration
and drop, add, and withdrawal from a course are outlined in the
Enrollment section of this catalog.
Elementary Education
(MAT)
Program Description
The MAT in elementary education degree program provides
candidates with a strong knowledge base of content, child
development, and current research that supports best practices in
122
elementary education. The degree emphasizes the principles and
practices of inquiry-based and cooperative learning differentiated
instruction, and culturally responsive teaching.
This graduate degree program is designed to provide the
foundation for teacher preparation leading to initial Missouri
teacher certification in Elementary Education.
Learning Outcomes
The goals of the MAT in elementary education are to cultivate
graduates who are:
1. Knowledgeable Learners
Candidates in the elementary MAT will:
• understand, demonstrate, and apply knowledge of many
disciplines
• learn how to engage students through an integrated and
innovative curriculum
• that builds learners confidence
2. Reflective Collaborators
• demonstrate their ability to facilitate student learning and to
reflect on educational outcomes
• demonstrate their ability to collaborate with colleagues,
students, and families
3. Informed Instructors
• use educational theory, best practices, and research to
design curriculum, and conduct assessment
• learn pedagogical strategies to motivate students to learn
• teach students academic, social and technological skills for
living in a changing world
4. Responsive Educators
• recognize and appreciate the needs of diverse learners
based on child development theory and research
• create a positive learning experience that responds to the
needs of all learners
• celebrate the talents and cultures of all students
The candidate should consult the Academic Policies and
Procedures section of the catalog for Webster University policies
regarding course attendance; conduct; grades; academic warning,
probation, and dismissal; transcripts, and graduation. Procedures
Requirements for Missouri Initial Teacher
Certification in Elementary Grades 1-6
Certification Hours
To achieve Missouri state certification in Elementary School
Education candidates are required to take more than 31 credit
hours (plus 13 credit hours of field experiences)
Transcript Evaluation
Students must present official academic transcripts to the
Teacher Certification Officer in the School of Education in order
to complete an evaluation of coursework. Based on this transcript
evaluation the certification officer will identify the exact number
of credit hours that an MAT candidate will require to complete
degrees
initial teacher certification with respect to Missouri Department
of Elementary and Secondary Education (DESE) requirements.
Prior coursework such as transfer courses and content area
courses will be identified from the students transcripts. Using
this evaluation an academic advisor in conjunction with the
certification officer will prepare a personalized program of study
for the student.
State Assessments
To obtain a teaching licensure in Missouri, students are required
to complete a number of state assessments. State required
assessments are administered by designated agencies, and
students are required to pay all associated fees. All state
assessments are administered in computer based format.
Students must pass the state-required Content Area Examination
before Apprentice Teaching Orientation.
Successful completion of the Missouri Pre-Service Teacher
Assessment (MoPTA) is required in order to obtain a
recommendation for initial teacher certification from Webster
University. Such recommendation must be presented to the
(DESE) by the university in order for a candidate to earn teacher
licensure in the state of Missouri.
Background Checks
Degree Program Requirements
The following 31 hours of courses and 13 hours of field
experiences are required to earn the MAT degree in
Elementary School Education. Students are advised that initial
teacher certification in elementary education (grades 1-6) may
require more hours than are listed for the MAT degree program.
Students must consult an advisor in order to obtain a personalized
program of study.
Foundations
• CMAT 5015 Differentiated Instruction and Assessment (3
hours)
• CMAT 5170 Classroom & Behavioral Management (3 hours)
• EDTC 5410 In-Service Topics in Educational Technology (1
hour)
All of the above courses are required to complete the
requirements for initial Missouri teacher certification in the
Elementary Education program.
Application and Eligibility to CMAT 5090, Elementary
School Practicum
Registration in CMAT 5090 Elementary School Practicum must
be approved by the student's advisor by September 15 for Spring
placement and by February 15 for Fall placement. Applications
for practicum are completed through TK20. Directions are located
on the School of Education website. No late applications will be
accepted. B or better is required for the practicum.
Application to CMAT 5091, Apprentice Teaching:
Elementary School
Successful completion of CMAT 5091 Apprentice Teaching:
Elementary School is required to meet the graduation
requirements of the MAT in elementary education. Application
and registration in CMAT 5091 must be approved electronically
by the student's advisor by September 15 for Spring placement
and by February 15 for Fall placement. Applications for apprentice
teaching are completed through TK20. Directions are located
on the School of Education website. Students who are full-time
paraprofessionals or teachers in an approved educational setting
may be eligible to earn credit for Apprentice Teaching through an
assessment process.
Eligibility requirements for acceptance to CMAT 5091,
Apprentice Teaching
1. Students must have successfully completed all required
courses for initial teacher certification in elementary
education
2. Students must have successfully completed CMAT 5090
Elementary Practicum with a grade of B or higher
3. Students must have passed state required content area
exam score equal to or greater than the Missouri qualifying
score prior to registration in CMAT 5091, Apprentice
Teaching: Elementary School. Students should talk to their
advisor or the teacher certification professionals at Webster
University in order to understand how DESE changes are
accommodated in their personalized program of study
Methods
• COMM 5820 Foundations in Reading (3 hours)
• COMM 5840 Reading & Writing as Cognitive Processes (3
hours)
• MTHT 4310 Elementary School Mathematics Methods (3
hours)
• SPED 5010 Differentiated Math Instruction (3 hours)
• CMAT 5020 Inquiry Methods for STEM and Social Sciences
(3 hours)
Clinical Experiences
• CMAT 5090 Practicum: Elementary (3 hours)
• CMAT 5091 Apprentice Teaching: Elementary School (9
hours)
• CMAT 5096 Apprentice Teaching Seminar (1 hour)
Emphasis: Special Education Content
To gain additional expertise in providing effective instruction
to students with disabilities, students may choose to complete
an additional 18 hours to complete a special education content
emphasis.
The following coursework is required for the special education
content emphasis:
• SPED 5030 Introduction to Mild/Moderate Disabilities (3
hours)
• SPED 5420 Psychoeducational Assessment (3 hours)
• SPED 5245 Counseling for Life's Transition (3 hours)
• SPED 5280 Methods I (3 hours)
• SPED 5381 Methods II (3 hours)
Other Certification Requirements
• CMAT 5505 Psychological Foundations of Education (3
hours)
123
Degrees
Students are required to obtain various annual background
checks prior to field experiences. The state requires current
fingerprint clearance prior to issuing the teaching certificate.
• SPED 5860 Psychology of the Exceptional Child (3 hours)
• SPED 5050 Language Development (3 hours)
• COMM 5000 Fiction, Nonfiction, and Poetry for Children (3
hours)
• Content courses in Science, Math, and Social Studies as
determined in consultation with the advisor
degrees
Admission
requirements.
institution
• Undergraduate cumulative GPA of 2.75
• Grade of B- or better in college-level mathematics
• Grade of B- or better in college-level composition
•
•
•
•
•
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•
Office of Admission
Webster University
St. Louis, MO 63119
•
•
management and global sustainability toward solving
environmental challenges.
Align sustainability initiatives with organization mission and
core values.
Manage environmental-related risk from an organization’s
operation.
Identify environmental hazards affecting air, water and soil
quality.
Assess environmental-related risk.
Develop controls to reduce or eliminate risk.
Employ project management processes and analytical tools
to achieve a sustainable outcome to environmental problems.
Conduct environmental research and communicate risk from
an organization’s operations.
Research scientific, engineering, economic, and
congressional information for statutory, regulatory, and
sustainable approaches to environmental problems.
Prepare technical papers/briefings to communicate risk/
solutions to stakeholders.
Program Curriculum
Advancement to Candidacy (ATC) represents a significant
milestone in a candidate's academic career. Candidates who
successfully advance to candidacy have demonstrated mastery
of program standards and may continue enrolling in courses to
complete their major. In the case of the MAT ATC means that
a student is formally enrolled in the initial teacher certification
program.
Required Courses
Advancement to Candidacy occurs provided that a student:
1. Completes 12 hours of graduate credit with grades of B or
better (including CMAT 5000)
2. Completes Passport 1
3. Is accepted into the Teacher Certification program (contact
the School of Education Teacher Certification Office for
more information)
4. Remains in good academic standing and maintains a
cumulative GPA of 3.0
Candidates will be restricted from registering in further
coursework until advanced to candidacy.
The 36 credit hours required for the MS in environmental
•
•
•
•
•
•
•
•
•
ENMG 5000 Environmental Science (3 hours)
BUSN 6110 Operations and Project Management (3 hours)
ENMG 5100 Environmental Law (3 hours)
ENMG 5200 Environmental Regulations and Compliance
Auditing (3 hours)
ENMG 5300 Environmental Accounting (3 hours)
ENMG 6100 Management of Land and Water Resources (3
hours)
ENMG 6110 Management of Air Quality (3 hours)
ENMG 6120 Waste Management and Pollution Control (3
hours)
ENMG 6200 Environmental Risk Management and Strategies
(3 hours)
In addition, the student completes 9 credit hours of graduate
elective courses offered from other programs.
Emphasis in Environmental Sustainability
Environmental
Management (MS)
Program Description
The master of sciences (MS) in environmental management
program is designed to provide students with the tools and
techniques to navigate the business aspects of environmental
management. Students learn to assess and convey the
business, ethical, and legal information to those who make or are
affected by the decisions that shape our natural resources and
environment.
This program is offered online and at select campuses in the
United States. Please see the Campus Locations section of this
catalog for a list of campuses where this program is offered.
Learning Outcomes
• Apply key terminology, facts, concepts, principles, historical
perspectives and theories concerning environmental
124
The emphasis in environmental sustainability is designed to
provide environmental managers with specialized coursework in
this area. This emphasis area concentrates on the relationship
between sustainability and environmental resource management
to include managing economic, social, and ecological systems
with and external to an organizational entity in order for it to
sustain both itself and the system it exists within.
Additional Emphasis Learning Outcomes
Upon completion of this emphasis, students will be able to:
• Identify the basic scientific principle of ecology and
biodiversity and the way human systems integrate with
natural systems.
• Conduct research and present findings on selected
environmental sustainability topics.
• Identify the limits of science and law in resolving
environmental disputes.
• Review managerial, technological, and policy approaches to
natural resource management.
• Effectively communicate energy-related legislation and
policies to stakeholders.
Emphasis Curriculum
The MS in environmental management with an emphasis in
environmental sustainability requires 39 credit hours. The
degrees
12 credit hours required for the emphasis in environmental
sustainability must include the following courses:
• ENMG 5400 Environmental Sustainability (3 hours)
• ENMG 5410 Environmental Ethics and Decision Making (3
hours)
• ENMG 5420 Natural Resource Management and
Sustainability (3 hours)
• ENMG 5430 Energy Policy and Sustainability (3 hours)
Admission
requirements.
2. Students can analyze the financial decisions of a
corporation.
3. Students can evaluate credit and interest rate risk.
Program Curriculum
The MS in finance requires successful completion of 37 credit
hours including 28 required credit hours and 9 credit hours
of electives. The following courses are required for the MS in
finance:
•
•
•
•
•
Prerequisites
The prerequisites for the program are a bachelor’s degree and
BUSN 5760 Applied Statistics (or 6 credit hours of undergraduate
statistics).
Webster University
St. Louis, MO 63119
Program Description
The master of science (MS) in finance is designed to provide a
quantitative and comprehensive examination of the finance field.
Students will advance through corporate finance, investments,
and market instruments and institutions. Additionally, students
will experience significant exposure to supporting coursework
in the closely related fields of accounting and economics. A
capstone experience will tie together the major finance topics, with
a significant focus on mergers and acquisitions, and will expose
students to literature, and the analysis thereof, pertinent to the
field.
After a comprehensive examination of the field, students may
choose their electives to satisfy their specific career goals.
Students desiring to take advanced certification, such as the CFA
(Chartered Financial Analyst) or CFP (Certified Financial Planner),
will want to take advanced courses in Derivatives, Financial
Statement Analysis, Investments and Portfolio Management, while
students interested in pursuing careers in other fields may want to
take Entrepreneurial Finance, or similar advanced topics offered
by the George Herbert Walker School of Business & Technology.
This program is offered online, at the St. Louis home campus,
and at select campuses in the United States and internationally.
Please see the Campus Locations section of this catalog for a list
of campuses where this program is offered.
Prerequisites:
• BUSN 5600 Accounting Theory and Practice (3 hours)
• BUSN 5620 Current Economic Analysis (3 hours)
• BUSN 5760 Applied Business Statistics (3 hours)
Note: Program prerequisites are to be completed before beginning
coursework for the MS in finance for those students who have
not completed prerequisite courses (or an appropriate equivalent)
within five years of entering the program and having earned
a grade of B or better. If the appropriate prerequisite course
content was completed longer than five years prior to entering
the program, the department will allow a waiver if the student
demonstrates a command of the content area by successfully
completing a waiver examination. The prerequisite courses BUSN
5600 and BUSN 5620 may not count as electives in the 37-credithour MS in finance.
Admission
requirements.
Office of Admission
Webster University
St. Louis, MO 63119
Forensic Accounting (MS)
Program Description
The MS in finance is accredited by the Accreditation
Council for Business Schools and Programs (ACBSP).
Learning Outcomes
1. Students can determine the value of financial assets.
The master of science (MS) in forensic accounting degree
program is designed to provide students with the skills necessary
to be successful in the growing and exciting field of forensic
accounting. The curriculum for this degree includes courses in
criminal and civil investigation, legal procedure, management of
evidence, cyber forensics, substantive law, valuation, economic
damages and internal auditing. An important element of the
courses is the integration, in the course activities, of a variety
of cases and role playing exercises. Another important element
125
Degrees
Finance (MS)
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•
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BUSN 6070 Management Accounting (3 hours)
BUSN 6120 Managerial Economics (3 hours)
FINC 5000 Finance (3 hours)
FINC 5210 Investments (3 hours)
FINC 5810 Capital Budgeting and Corporate Investments (3
hours)
FINC 5830 Institutions and Financial Markets (3 hours)
FINC 5840 International Finance (3 hours)
FINC 5880 Advanced Corporate Finance (3 hours)
FINC 6290 Financial Strategies (3 hours)
WSBT 5000 Career Success for the 21st Century (1 hour)
degrees
is the faculty with their extensive backgrounds in forensic
accounting, both from an academic and practical standpoint,
who will both challenge and educate the students. Successful
graduates of the program will have the ability to conduct
successful investigations and be able to effectively communicate
in writing and orally both in and out of the courtroom with respect
to a variety of criminal and civil financial matters. Graduates of
this program will be well prepared for a career in this interesting
mix of accounting, investigation, valuation and law known as
forensic accounting.
dates and locations, tuition, fees, and other regulations affecting
the student body.
Gerontology (MA)
Office of Admission
Webster University
St. Louis, MO 63119
Program Description
The MS in forensic accounting is accredited by the
(ACBSP).
Learning Outcomes
1. Students will be able to identify and apply the law, the rules
of procedure and evidence and ethics that relate to forensic
accounting.
2. Students will be able to identify, investigate and discover
fraud and other improper accounting activities.
3. Students will be able to, orally and in writing, effectively
communicate matters related to forensic accounting.
Program Curriculum
The master of science in forensic accounting requires the
successful completion of 37 credit hours, including 31 required
credit hours and 6 credit hours of electives. The following courses
are required for the master of science in forensic accounting:
• ACCT 5000 Introduction to Forensic Accounting (3 hours)
• ACCT 5010 Legal Procedure, Substantive Law and
Professional Ethics in Forensic Accounting (3 hours)
• ACCT 5100 Investigation of Financial Fraud (3 hours)
• ACCT 5150 Introduction to Cyber Forensics (3 hours)
• ACCT 5200 Business Valuation (3 hours)
• ACCT 5250 Special Topics in Litigation Accounting (3 hours)
• ACCT 5350 Analytics for Forensic Accountants (3 hours)
• ACCT 5400 Internal Auditing (3 hours)
• ACCT 5500 Case Studies in Forensic Accounting (3 hours)
• ACCT 5900 Forensic Accounting Capstone (3 hours)
Admission
• Official transcripts from all of your all previously attended
colleges and universities (including community colleges and
summer courses)
• The applicant must have completed the BS in business
administration degree or approved equivalent from an
accredited institution.
• The applicant must have the following accounting courses or
approved equivalent:
• Financial Accounting
• Managerial Accounting
• Advanced Cost Accounting
• Intermediate Accounting I
• Intermediate Accounting II
• Federal Income Tax
• Accounting Information Systems
• Auditing
Webster University reserves the right to modify the requirements
for admission and/or graduation, the program curricula, program
126
The curriculum is designed to provide students with the skills and
knowledge necessary for careers related to gerontology, which
is the study of aging, in all aspects, from a behavioral and social
sciences point of view. The courses in the program draw upon a
variety of disciplines such as management, the behavioral and
social sciences, economics, political science, and the natural
sciences. Within this multidisciplinary framework, students are
provided with a broad educational base concerning the impact of
aging on individuals and cultures. The gerontology core courses
as well as the program electives are concerned with maximizing
the application of gerontological knowledge particularly in areas
of direct service, consulting, program development, management,
and administration.
As the population of the United States and other parts of the
world ages, the need for individuals in all aspects of society
and business with knowledge of aging will only increase. Those
who prepare for this change in demographics by developing an
expertise relative to gerontological issues and concerns will be
quite marketable as professionals. The gerontology curriculum is
designed to provide students with the requisite core knowledge
regarding aging individuals and the impact of this “age wave” on
social, economic, and political structures. A degree in gerontology
prepares you to understand and provide vital services for the
older adult population, including: policy development; case
management; community-based services; product design and
advertising; administration; health services; human resources;
and direct services such as counseling, medical, and financial
planning.
Gerontology courses may be taken as electives in conjunction
with other graduate programs.
Learning Outcomes
• Demonstrate their knowledge of concepts related to healthy
aging in terms of physical, psychological, economic, and
social science domains.
• Demonstrate an integration and synthesis of theoretical
approaches to healthy aging in the physical, psychological,
economic, and social science domains.
• Apply scientific research to specific, real world issues.
Program Curriculum
The 36 credit hours required for the master of arts (MA) in
gerontology or the 54 credit hours required for the master of
business administration (MBA) with an emphasis in gerontology
must include the following courses:
• GERN 5000 Gerontology* (3 hours)
degrees
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•
•
•
GERN 5600 Economic Issues for Older Adults (3 hours)
GERN 5620 Physiology of Aging (3 hours)
GERN 5630 Psychology of Aging (3 hours)
GERN 5640 Management of Programs for Older Adults (3
hours)
• GERN 5660 Research and Assessment in Gerontology (3
hours)
• GERN 5670 Social Science Perspectives in Gerontology (3
hours)
• GERN 6000 Integrated Studies in Gerontology (3 hours)
*Requisite course
In addition, the student chooses the remaining required credit
hours from elective courses offered in this major and/or from the
program curricula of other majors.
elective course from this major or from the program curriculum
of another major. Students pursuing dual majors who have the
requisite course(s) waived will complete only the remaining
required courses for the dual majors.
The required courses and electives listed in this core may be
taken as directed studies, subject to the conditions stated in the
Directed Studies section listed under Academic Policies and
Procedures.
requirements.
Send all required admission materials to:
Webster University
Office of Admission
St. Louis, MO 63119
Global MA in International
Relations (GMA)
Students enrolled in Webster Global degrees achieve greater
comprehension of theoretical approaches to understanding global
issues, not only through traditional course work but also through
lived experience in different nations, interaction with local people,
and through field visits. Hence, there are several fundamental
experiences that distinguish the "Global degree" from a "nonglobal" degree.
• A Global degree cannot be completed at one Webster
University campus alone.
• A Global degree includes study at several Webster University
campuses in a minimum of three different countries.
• A Global degree allows students to engage directly in various
cultures and develop a global perspective that might not
otherwise be achieved.
• A Global degree requires a structured rotation of students
among the Webster campuses with a predefined academic
curriculum for each campus.
• A Global degree allows for the movement of a cohort of
students between campuses while still achieving all of the
requirements for graduation.
• A Global degree is designed so that the time spent in the
local culture at each Webster campus complements the
academic work in the student's particular area of study.
Global degree programs have a cohort of students. They are not
available for single students moving among campuses. The cohort
size will be determined by the academic department offering the
Global degree. The integration of location-specific highlights that
enhance academic understanding is crucial to a Global degree
and should be organized as a part of the student's coursework,
normally in professional seminars.
Locations
Students in the global international relations program typically visit
the following countries:
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•
Accra, Ghana
Athens, Greece
Bangkok, Thailand
Beijing, China
Geneva, Switzerland
Havana, Cuba
Leiden, The Netherlands
Vienna, Austria
Students interested in this program may enroll through the St.
Louis Home Campus.
Program Description
For more information, visit
The global master of arts (GMA) in international relations enables
students to analyze the complexities and processes involved in
world politics and international affairs while traveling the world.
Students achieve this objective not only through coursework
providing exposure to the key subfields of the discipline and
relevant issues such as globalization, human rights, humanitarian
action, and economic development, but also through professional
seminars and experiences at five of Webster’s overseas sites.
Traveling in cohorts, students develop broad expertise in
international relations while also earning a certificate in on of four
specialized areas: Security Studies, International Development,
Comparative and Regional Governance, or International NonGovernmental Organizations. This program is ideal for students
seeking work with a governmental agency, an intergovernmental
organization, a nongovernmental organization, or a multinational
corporation. This program is also recommended to students
planning to pursue a PhD or an academic career at another
institution.
webster.edu/global
.
Learning Outcomes
Students who complete this program will be able to :
• Demonstrate working knowledge of several subfields of the
discipline.
• Demonstrate strong research skills.
• Critically analyze international events and issues.
• Apply theories of international relations.
• Demonstrate effective written communication skills.
• Develop the requisite skills to seek employment.
Program Curriculum
The 36 credit hours required for the global master of arts (MA)
degree in international relations must include the following
courses:
127
Degrees
Admission
Global Degrees
degrees
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•
•
•
•
INTL 5000 Introduction to International Relations (3 hours)
INTL 5100 Research Methods and Perspectives (3 hours)
INTL 6000 Capstone in International Relations (3 hours)
INTL 5500 Professional Seminar (4 hours)
INTL 5555 Policy and Practice: Global Project in International
Relations (2 hours)
• Two courses from the Comparative Politics Cluster (6 hours)
• Four courses from the International Politics Cluster (12
hours)
• One elective course from either the Comparative Politics or
International Politics Cluster (3 hours)
Students in the Global MA in international relations normally do
not have the option of completing the program through INTL 6250
Thesis. Doing so requires at least six additional credits.
Comparative Politics Cluster (2 courses):
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INTL 5050 Comparative Politics (3 hours)
INTL 5570 Comparative Foreign Policy (3 hours)
INTL 5580 Politics of Development (3 hours)
INTL 5600 Area Studies (3 hours)
INTL 5605 Topics in Comparative Politics (3 hours)
INTL 5625 Middle East Area Studies (3 hours)
INTL 5635 Western European Area Studies (3 hours)
INTL 5645 Asian Area Studies (3 hours)
INTL 5655 African Area Studies (3 hours)
INTL 5665 South and Central Asian Area Studies (3 hours)
INTL 5675 Central and Eastern European Area Studies (3
hours)
• INTL 5685 Latin American Area Studies (3 hours)
International Politics Cluster (4 courses)
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INTL 5400 International Political Economy (3 hours)
INTL 5510 Theories of International Relations (3 hours)
INTL 5530 International Law (3 hours)
INTL 5535 International Disaster Response Law (3 hours)
INTL 5540 International Organizations (3 hours)
INTL 5550 War and Diplomacy (3 hours)
INTL 5560 U.S. Foreign Policy (3 hours)
INTL 5590 International Security (3 hours)
INTL 5595 Energy Security (3)
INTL 5700 Humanitarian Issues in International Politics (3
hours)
INTL 5800 Globalization (3 hours)
INTL 5860 Issues in International Politics (3 hours)
INTL 5870 International Law and Politics of Outer Space (3
hours)
INTL 5890 Terrorism in World Politics (3 hours)
HRTS 5000 Introduction to International Human Rights
(3 hours)
INGO 5000 Introduction to International Non-Governmental
Organizations
(3 hours)
INGO 5600 Principles of Negotiations
(3 hours)
Approved Electives
With permission of the program director, the following courses can
count toward the GMA program:
• INTB 5960 Economic Development (3 hours)
• INGO 5900 Project Management for International
NonGovernmental Organizations
(3 hours)
• INGO 5700 Grant Writing, Fundraising, and Development
for International Non-Governmental Organizations
(3 hours)
128
• INGO 6500 Internship in International NonGovernmental Organizations
(3 hours)
• INTL 5300 Field Work
(3-6 hours)
• INTL 5900 Advanced Research Methods
(3 hours)
Not all of the courses listed above will be available to students
at all locations. If a requisite course is waived, the student must
choose an elective course from this major. D DThe required
courses and electives listed in this core may be taken as directed
section under Academic Policies and Procedures.
Tracks
In addition to the Global MA Degree, each cohort is organized in
an informal 'track' that focuses their studies on a particular area
of international relations. Courses and locations are themed to this
track to allow for specialization within the program. Completing the
degree requirements for a particular cohort of the GMA program
will also result in earning the Certificate for that track. The Tracks
are:
•
•
•
•
Security Studies
Comparative and Regional Governance
International Non-Governmental Organizations
Admission
requirements.
Application deadline
is March 1, or until the class is filled, for enrollment in August of
the same year
• A completed Graduate Application for Admission, which can
be completed and submitted online at http://webster.edu/
apply.
Important Note: When asked to choose a program on
the online application, applicants should select "St. Louis
campuses" > "St Louis Home campus" > "Graduate", and
then choose "Global International Relations." Applicants do
not have to submit another application specific to the GMAIR
program.
• A $50 non-refundable application fee, which can be
submitted online with the application for admission.
• An official transcript showing conferral of a bachelor's
degree from a regionally accredited institution. Students who
completed their university education outside the US must
have earned a comparable recognized bachelor's degree,
as determined by Webster University. Students who expect
to earn their bachelor's degree by July (the month prior to
the start of the program) must submit an official transcript
showing current academic progress. A final degree-conferred
transcript must be submitted for full admission. Applicants
who have completed graduate-level work should also request
an official graduate transcript to be mailed to the Office of
Admission.
• Students should have a minimum GPA of a 3.0 out of a 4.0
grading scale from their bachelor's degree. Students with
below this GPA may be considered for admission if they
show successful academic achievement in their junior and
senior years. This is considered on a case-by-case basis.
• A current resume showing education, work, and volunteer
experience.
degrees
• An essay of 500-700 words in response to the following
question: "What does it mean to be a global citizen?"
• Two letters of recommendation which speak to the applicant's
motivation, character, and ability to be successful in
an intensive, 11-month graduate program that requires
significant travel. One letter should come from a former or
current professor/instructor. Recommendation letters should
be written in narrative form and no more than one page in
length. Applicants may submit recommendation letters with
their application packet.
• A phone interview may be required.
In addition to the documents listed above, non-US applicants
must submit an official English translation of their transcript and
diploma, if applicable. Applicants whose primary language is not
English must document their English language proficiency at the
time of application. Refer to the Admission section of the catalog
for details.
Office of Admission
RE: Global MA in International Relations
Webster University
St. Louis, MO 63119
Program Description
The objective of this curriculum is to provide directors and
potential directors of nursing school institutions who are already
qualified, trained, and experienced, with advanced training in
health care management.
This program is available only in Geneva, Switzerland, and
the courses are taught in French.
The MA in health care management is accredited by
the Accreditation Council for Business Schools and Programs
(ACBSP).
Learning Outcomes
used in the field of health care management.
and theories used in the field health care management when
analyzing complex factual situations.
• Students will be able to effectively integrate (or synthesize)
important facts, concepts, principles, and theories in the field
of health care management when developing solutions to
multifaceted health care management problems in complex
factual situations.
include the following courses for a major/emphasis in health care
management:
• HEAL 5000 Advanced Theories and Concepts in Health Care
(Requisite Course) (3 hours)
• HEAL 5200 Professional Values and Ethics in Health Care (3
hours)
• HEAL 5210 Program Development in Health Care (3 hours)
• HEAL 5220 Politics and Economics of Health Care (3 hours)
• HEAL 5140 The Law and Health Services (3 hours)
• BUSN 5200 Basic Finance for Managers (3 hours)
• HEAL 6000 Integrated Studies in Health Care (3 hours)
Admission
requirements.
Office of Admission
Webster University Geneva
Route de Collex 15
CH-1293 Bellevue, Switzerland
Degrees
Health Care Management
(MA)
Program Curriculum
Human Resources
Development (MA)
Program Description
The main objective of the human resources development program
is to develop professionals in human resources development who
have both a broad conceptual understanding of human resources
development and a "working knowledge" of a wide range of
individual, group, and organization development strategies and
tactics. This combination will enhance the careers of students
already in human resources development, and increase the
likelihood that students wanting to enter the field will be productive
in their new careers by leveraging this knowledge base. Another
objective of the program is to develop knowledge, skills, and
abilities that are relevant in a wide variety of different human
resources development settings and roles. For example, the
program should prepare students to work in corporate offices,
boutique training firms, or human resources development
consulting firms.
This program is offered online, at the St. Louis home campus, and
at a number of campuses in the United States. Please see the
Campus Locations section of this catalog for a list of campuses
where this program is offered.
The MA in human resources development is accredited
by the Accreditation Council for Business Schools and Programs
(ACBSP).
129
degrees
Learning Outcomes
used in the field of human resources development .
and theories in the field of human resources development
when analyzing complex factual situations.
of human resources development when developing solutions
to multifaceted human resources development problems in
complex factual situations.
The program content is designed to provide a comprehensive
coverage of the major human resource functions, addressing
strategic decisions and operational execution of HR service
delivery. The courses involve both practical and theoretical
considerations in the development of HR professionals in
settings such as business, industry, government, and nonprofit
organizations and institutions, both nationally and globally.
at select U.S and international campuses. Please see the Campus
Locations section of this catalog for a list of campuses where this
program is offered.
Program Curriculum
(MBA) must include the following courses for a major/emphasis in
human resources development:
• HRDV 5000 Introduction to Human Resources Development
• MNGT 5590 Organizational Behavior (3 hours)
• HRDV 5610 Training and Development (3 hours)
• HRDV 5560 Group Development and Change (3 hours)
• HRDV 5630 Organization Development and Change (3
hours)
• HRDV 5700 Career Management (3 hours)
• HRDV 5750 Research and Assessment Methods in Human
• HRDV 6000 Integrated Studies in Human Resources
Development (3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
The MA in human resources management is
accredited by the Accreditation Council for Business Schools and
Programs (ACBSP).
Learning Outcomes
used in human resources management.
and theories used in human resources management when
analyzing situations.
• Students will be able to effectively integrate important facts,
concepts, principles, and theories used in human resources
management when developing solutions or analyzing
situations.
Program Curriculum
human resources management:
• HRMG 5000 Managing Human Resources (Requisite
Course) (3 hours)
• HRMG 5700 Employment Law (3 hours)
• HRMG 5800 Staffing (3 hours)
• HRMG 5920 Compensation (3 hours)
• HRMG 5930 Labor-Management Relations (3 hours)
• HRMG 6000 Integrated Studies in Human Resources
Human Resources
Management (MA)
Admission
Program Description
requirements.
The goal of the human resources management degree is
to prepare human resource professionals to address the
complexities and challenges of managing today's workforce.
130
degrees
Webster University
St. Louis, MO 63119
Information Technology
Management (MA)
Human Services (MA)
Program Description
The human services curriculum is designed to prepare students
for professional careers in human and social service agencies.
The curriculum incorporates interdisciplinary local and global
perspectives and knowledge, which facilitate the interpretation,
analysis, synthesis, and communication of human services
concepts, theories, and skills.
This program is available at select U.S. campuses. Please see the
Program Description
The MA in information technology management (ITM) program is
designed to educate and develop managers who can effectively
manage the planning, design, selection, implementation, use,
and administration of emerging and converging information
and communications technologies. The program curriculum
provides students with the technical knowledge and management
knowledge and skills needed to effectively integrate people,
information and communication technologies, and business
processes in support of organizational strategic goals.
at a number of campuses in the United States. Please see the
Learning Outcomes
Program Curriculum
The 36 credit hours required for the master of arts (MA) in human
services must include the following courses:
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•
•
•
•
•
•
•
•
HUMS 5000 Foundations in Human Services (3)
COUN 5050 Human Growth and Development (3)
HUMS 5200 Social Welfare Policy (3)
NURN 5360 Organization and Systems Leadership (3)
or MNGT 5590 Organizational Behavior (3)
GERN 5660 Research and Assessment in Gerontology (3)
or EPSY 5800 Applied Research (3)
HUMS 5800 Field Experience I (3)
HUMS 5850 Field Experience II (3)
HUMS 6000 Human Services Capstone (3)
Four appropriate graduate elective courses (12 hours),
determined in consultation with the student's advisor and
approved by the department.
Admission
requirements.
Webster University
Office of Admission
St. Louis, MO 63119
The MA in information technology management is
Programs (ACBSP).
Learning Outcomes
used in the field of information technology management.
and theories used in the field of information technology
management when analyzing complex factual situations.
of information technology management when developing
solutions to multifaceted information technology management
problems in complex factual situations.
Program Curriculum
(MBA) with an emphasis in information technology management
• ITM 5000 Information Technology Management: Overview
• ITM 5100 Information and Communications Systems and
Networks (3 hours)
• ITM 5200 Project Management of Information Technology (3
hours)
• ITM 5300 Procurement and Contract Management for
Information Technology (3 hours)
• ITM 5400 Systems Analysis, Design and Implementation (3
hours)
• ITM 5600 Information and Communications Security (3
hours)
• ITM 6000 Final Project in Information Technology
• WSBT 5000 Career Success in the 21st Century (1 hour)
131
Degrees
• Analyze the scope of social and human conditions that
promote or inhibit effective human services delivery systems,
policies, and outcomes.
• Identify core human services ethics, values, systems and
skills.
• Evaluate policy or process recommendations to improve the
functioning of human service agencies and interventions.
• Apply current research-based knowledge, theories, skills, and
ethics in a human services context.
degrees
In addition, the student chooses 9 hours of electives, to include
ITM 5900, Issues in Information Technology Management, or
other graduate elective courses offered in the program curricula
of the George Herbert Walker School of Business & Technology
majors.
Admission
requirements.
Webster University
St. Louis, MO 63119
International Business
(MA)
• INTB 5000 International Business (Requisite Course) (3
hours)
• INTL 5000 Introduction to International Relations (Requisite
Course) (3 hours)
• BUSN 5200 Finance for Managers
or FINC 5000 Finance (3 hours)
• INTL 5400 International Political Economy (3 hours)
• INTB 5630 International Law and Business (3 hours)
• MNGT 5710 Cross-Cultural Management (3 hours)
• MRKT 5730 International Marketing (3 hours)
• BUSN 5220 Global Supply Chain Management (3 hours)
• INTB 5600 International Accounting (3 hours)
• FINC 5840 International Finance (3 hours)
• INTB 5740 Global Topics I (1 hour)
• INTB 5760 Advanced Global Topics (1 hour)
• INTB 6000 Integrated Studies in International Business (3
hours)
• Elective (3 hours)
In addition, students are required to meet one of the following
criteria:
1. A study-abroad course experience
2. A hybrid course experience
Program Description
The international business curriculum is designed to enable
the student to examine and understand the complexities and
processes involved in the international business community.
Coursework provides exposure to the historical, legal, political,
and economic factors that are key elements in a study of this
subject. The dynamics of conducting business in an international
context are examined.
The student chooses elective courses offered in this major and/or
from the program curricula of other majors. If the requisite course
is waived, the student must choose an elective course from this
major or from the program curriculum of another major. Students
pursuing dual majors who have the requisite course(s) waived will
complete only the remaining required courses for the dual majors.
Admission
requirements.
The MA in international business is accredited by
the Accreditation Council for Business Schools and Programs
(ACBSP).
Learning Outcomes
1. Graduates can demonstrate foundation knowledge in the
functional areas of a global business.
2. Graduates can analyze the complexities of global
businesses.
• Graduates can identify cultural aspects, and infer how
culture affects the business environment in global
regions.
• Graduates can apply administrative and managerial
theories as they relate to problem solving in the global
business context.
• Graduates can select and apply appropriate tools for
facilitation of international trade.
3. Graduates can select, explain, and apply strategies and
tools for solving complex problems posed by managing
global businesses.
Program Curriculum
international business or the 66 credit hours required for the
master of business administration (MBA) with an emphasis in
international business must include the following courses for the
degree:
132
Office of Admission
Webster University
St. Louis, MO 63119
International Human Rights
(MA)
Program Description
The master of arts (MA) in international human rights takes an
interdisciplinary approach to human rights in practice, utilizing
the contributions of diverse fields such as international public
policy, international law, global business, and international
organizations to give students a broad conception of human
rights practice for careers in these areas. The MA goes beyond a
narrow legalistic approach: students will examine the international
process of human rights protection and advocacy, including
the nature of the international order, the relationship between
human rights and sovereignty of states, and the problems of
intervention and resource distribution. By their completion of this
degree, students not only master the theoretical and conceptual
aspects of the discipline of international human rights, but also
acquire the necessary skills to work in the field of human rights as
researchers, advocates, and project managers, among others.
degrees
This degree requires completion of 36 credit hours of the
international human rights program.
• HRTS 5400 Human Right Diplomacy (3 hours)
• HRTS 5800 Issues in Human Rights (3 hours)
*Students completing the Thesis option are required to take only
one class from the Interdisciplinary Electives cluster.
Learning Outcomes
• Identify the fields, theories, history, and major actors that
underpin international human rights in practice.
• Critically analyze and assess human rights practice in
international affairs, business, and advocacy.
• Evaluate the consequences of the political and moral choices
of a wide range of actors that impact the realization of human
rights.
• Apply their theoretical knowledge to contemporary issues in
human rights.
• Recognize cultural differences and how they contribute to the
debates surrounding human rights.
• Explain how the forces of globalization can contribute to and
detract from the realization of human rights.
• Communicate findings through presentations, research
papers, and an independent research project or thesis.
Program Curriculum
• HRTS 5000 Introduction to International Human Rights (3
hours)
• INTL 5000 Introduction to International Relations (3 hours)
• HRTS 5200 Research Methods and Approaches (3 hours)
or INGO 5200 Research Methods and Approaches (3 hours)
• INTL 5530 International Law (3 hours)
• HRTS 6000 Capstone in International Human Rights (3
hours)
or HRTS 6250 Thesis (6 hours)
• Two courses from the Law Organizations Cluster (6 hours)
• Three courses form the Skills Cluster (9 hours)
• Two courses from the Interdisciplinary Electives Cluster (6
hours)
Law Organizations Cluster (2 courses)
• HRTS 5600: International Human Rights Law and
Prerequisite: INTL 5530 International Law
• HRTS 5610: International Humanitarian Law (3 hours)
• HRTS 5620: International Criminal Law (3 hours)
• INTL 5540: International Organizations (3 hours)
or INGO 5000: International Nongovernmental Organizations
(3 hours)
Skills Cluster (3 courses)
• MNGT 5210 Nonprofit Revenue Development (3 hours)
or BUSN 5210 Financial Management for Nonprofits (3
hours)
or INGO 5100 Finance, Budgeting, and Accounting for
International Nongovernmental Organizations (3 hours)
• INTB 5710 Cross Cultural Management (3 hours)
• INGO 5300 Human Resources and Staffing for International
Nongovernmental Organizations (3 hours)
• HRTS 5300 Human Rights Advocacy, Fact Finding, and
Outreach (3 hours)
• HRTS 6500 Internship (3-6 hours)
Interdisciplinary Electives Cluster (2 courses)*
elective course from this major.
Directed Studies section under Academic Policies.
Admission
requirements.
Office of Admission
Webster University
St. Louis, MO 63119
Degrees
The 36 credit hours required for the MA in international human
rights must include the following courses:
Note: Not all of the courses listed above will available to the
students at all locations.
International
Nongovernmental
Organizations (MA)
Program Description
The master of arts (MA) in international nongovernmental
organizations (INGO) program educates students to engage
in world affairs and issues by working with and through NGOs.
Courses in this program integrate information and theories from
the international relations discipline and skill-based education
from the disciplines of management, business, human resources,
and marketing. The objective of this program is to develop
students into broadly educated INGO specialists who will have the
appropriate skills for working in international governmental and
nongovernmental organizations and non-profits.
The degree requires satisfactory completion of 36 credit hours of
the INGO curriculum.
This program is offered at the Geneva campus.
Learning Outcomes
•
• Identify the theories, history, and major actors that
govern the modern operations of INGOs.
• Develop professional-level proficiency in written
communication skills
• Critically analyze and evaluate the roles and activities of
INGOs in international affairs.
• Demonstrate managerial and operational skills relevant
to the activities of INGOs.
• Evaluate the consequences of the political and moral
choices of INGOs.
• HRTS 5450 History of Human Rights (3 hours)
• HRTS 5350 Gender and Human Rights (3 hours)
133
degrees
Program Curriculum
Required Courses
international non-governmental organizations must include the
following courses:
• INGO 5000 International Non-governmental Organizations
(NGOs) (3 hours)
• INGO 5200 Research Methods and Approaches to
International Non-governmental Organizations (3 hours)
• INTL 5540 International Organizations (3 hours)
• INGO 5600 Principles of Negotiation (3 hours)
• INGO 5700 Grant Writing, Fundraising and Development for
International non-governmental Organizations (3 hours)
• INGO 5900 Project Management for International nongovernmental Organizations (3 hours)
• INGO 6000 International Non-governmental Organizations in
Theory and Practice (3 hours)
or INGO 6250 Thesis/INGO 6900 (6 hours)
• Two courses from the Issues Cluster (6 hours)
• Two courses from the Skills Cluster (6 hours)
• One additional course from either the Issues or the Skills
Cluster (3 hours)
Issues Cluster (2 courses):
• INTL 5700 Humanitarian Issues in International Politics (3
hours)
• INTL 5530 International Law (3 hours)
• INTL 5400 International Political Economy (3 hours)
• INTL 5580 Politics of Development (3 hours)
• INTL 5050 Introduction to Comparative Politics (3 hours)
• INTL 5600 Area Studies (maximum of one course or 3 credit
hours) (3 hours)
Skills Cluster (2 courses):
or NPLR 5020 Essentials of Marketing Resource
Development in Nonprofits (3 hours)
• MNGT 5590 Organizational Behavior
or HRDV 5630 Organizational Development and Change (3
hours)
• NPLR 5210 Social Enterprise and Social Entrepreneurship (3
hours)
• INGO 5100 Finance Budgeting and Accounting for
International non-governmental Organizations(3 hours)
• INTB 5710 Cross Cultural Management (3 hours)
• INGO 5300 Human Resources and Staffing for International
non-governmental Organizations (3 hours)
Note: Not all of the courses listed above will be available to
students at all locations.
taken as directed studies, subject to the conditions stated in
the Directed Studies section under Academic Policies and
Procedures.
Dual Major in INTL/INGO
51 credit hours
The dual major in international relations and international
nongovernmental organizations is designed for the student
who wishes to seek a single Master of Arts degree with two
majors: international relations and international nongovernmental
relations. Unlike a sequential or dual degree, the student earns a
134
more credit hours than a single-concentration Masters (36 credit
hours) but still fewer than a sequential degree (60 or 63 credit
hours).
Required Courses:
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INGO 5000 Introduction to INGO (3 hours)
INTL 5100 or INGO 5200 Methods (3 hours)
INTL 6000 or INGO 6000 capstone (3 hours)
or Thesis INTL 6250/INGO 6250 and INTL 6900/INGO 6900)
INGO 5600 Principles of Negotiations (3 hours)
INGO 5700 Grant Writing, Fundraising and Development for
INGOs (3 hours)
INGO 5900 Project Management for INGOs (3 hours)
Elective Courses:
• Skills Cluster from INGO (9 hours)
• Comparative Cluster from INTL (6 hours)
• International Politics Cluster from INTL (12 hours)
Admission
Prerequisites
Students are required to complete INTL 5000 prior to admission
to the INGO program. This requirement can be waived if the
student has completed undergraduate coursework in international
relations.
requirements.
Webster University
St. Louis, MO 63119
International Relations
(MA)
Program Description
The master of arts (MA) in international relations enables students
to analyze the complexities and processes involved in world
politics and international affairs. Coursework provides exposure
to the key subfields of the discipline and relevant issues such as
globalization, human rights, humanitarian action, and economic
development. The program can help prepare students to compete
for work with a governmental agency, an intergovernmental
organization, a nongovernmental organization, or a multinational
corporation. This program is also recommended for students
planning to pursue a PhD or an academic career at another
institution.
The degree requires satisfactory completion of 27 credit hours of
the INTL curriculum and 9 credit hours of graduate electives for a
total of 36 credit hours.
degrees
program is offered.
Webster also offers a Global MA program in international
relations. Learn more at the Global MA Program page (external to
the catalog).
Learning Outcomes
Students who complete this program will be able to:
• Demonstrate a working knowledge of several subfields of the
international relations discipline.
• Demonstrate strong research skills.
• Critically analyze international events and issues.
• Apply theories of international relations.
• Demonstrate effective written communication skills.
Program Curriculum
The 36 credit hours required for the master of arts (MA) degree in
international relations must include the following courses:
* Students taking INTL 6250 Thesis (6 hours) must also register
for INTL 6900 University Thesis Requirements (0 hours).
INTL 6900 acknowledges successful completion of all thesis
requirements including conforming to university and departmental
guideline as well as depositing the thesis in the University library.
Comparative Politics Cluster (2 courses)
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hours)
Any additional courses from the two clusters above, or any of the
following:
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Not all of the courses listed above will be available to students at
all locations.
*Advanced Research Methods may be substituted for a course in
the Comparative cluster or in the International cluster.
taken as directed studies, subject to the conditions stated in
the Directed Studies section under Academic Policies and
Procedures.
Dual Major INTL/INGO
51 credit hours
The dual major in international relations and international
nongovernmental organizations is designed for the student
who wishes to seek a single Master of Arts degree with two
majors: international relations and international nongovernmental
relations. Unlike a sequential or dual degree, the student earns a
more credit hours than a single-concentration Masters (36 credit
hours) but still fewer than a sequential degree (60 or 63 credit
hours).
*Students taking INTL 6250 or INGO Thesis (6 hours) must also
register for INTL or INGO 6900 University Thesis Requirements (0
hours). INTL or INGO 6900 acknowledges successful completion
of all thesis requirements including conforming to university and
departmental guideline as well as depositing the thesis in the
University library.
Required Courses:
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hours)
hours)
INTL 5300 Field Work (3-6 hours)
INTL 5500 Professional Seminars (1-3 hours)
INTL 5610 Non-Thesis Readings/Research (3 hours)
INTL 5900 Advanced Research Methods* (3 hours)
INTL 6500 Internship (3 hours)
Any other graduate elective course (3 hours)
•
•
•
•
INGO 5000 Introduction to INGO (3 hours)
INTL 5100 or INGO 5200 Methods (3 hours)
INTL 6000 or INGO 6000 Capstone (3 hours)
or INTL 6250 Thesis (6 hours) and INTL 6900 University
Thesis Requirements (0 hours)
or INGO 6250 Thesis (6 hours) and INGO 6900 University
Thesis Requirement (0 hours)
INGO 5600 Principles of Negotiations (3 hours)
INGO 5700 Grant Writing, Fundraising, and Development for
INGOs (3 hours)
INGO 5900 Project Management for INGOs (3 hours)
Elective Courses:
• Skills Cluster from INGO (9 hours)
• Comparative Cluster from INTL (6 hours)
• International Politics Cluster from INTL (12 hours)
Admission
requirements.
135
Degrees
• INTL 5100 Research Methods and Perspectives (3 hours)
• INTL 6000 Capstone in International Relations (3 hours)
or INTL 6250 Thesis* (6 hours) and INTL 6900 University
Thesis Requirement (0 hours)
• Two courses from the Comparative Politics Cluster (6 hours)
• Four courses from the International Politics Cluster (12
hours)
• Additional graduate elective credit hours (9 hours)
International Relations Elective Courses (3 courses)
degrees
Office of Admission
Webster University
St. Louis, MO 63119
Legal Studies (MA)
Program Description
The coursework for the master of arts (MA) in legal studies is
designed to provide students with a broad understanding of
the legal environment in which individuals, businesses, and
the judiciary operate. This degree should be attractive to those
individuals who need additional legal knowledge to function more
effectively
(for example, managers, teachers, government employees, and
legal assistants)
. The program in legal studies does not prepare students for the
practice of law, and its graduates are not eligible for admission to
the bar.
MA degree-seeking students with a declared major in legal
studies may seek, concurrently with the degree, a certificate in
paralegal studies. Some of the coursework is applied toward both
the degree and the certificate. Students who are interested in the
certificate program should refer to Graduate Certificates.
This program is offered at the St. Louis home campus and the St.
Louis Downtown (Gateway) campus.
• LEGL 5270 Methods of Legal Research and Writing II (3
hours)
• LEGL 5400 Anglo-American Legal History (3 hours)
• LEGL 5450 American Constitutional Law (3 hours)
• LEGL 5470 Civil Actions (3 hours)
• LEGL 5480 Criminal Actions (3 hours)
• LEGL 5490 Advanced Topics in Law (6 hours)
• LEGL 5800 Computerized Legal Research (3 hours)
• LEGL 6000 Research and Writing Project (3 hours)
The elective requirement can be satisfied by taking LEGL 5850
Advanced Legal Writing, an additional LEGL 5490 Advanced
Topics in Law course, or LEGL 5550 Legal Studies Internship.
If a substitution has been approved for a required course, the
student must choose either LEGL 5850 Advanced Legal Writing or
an additional LEGL 5490 Advanced Topics in Law course.
Directed Studies section listed under Academic Policies and
Procedures.
Note: A legal assistant or paralegal is a person, qualified by
education, training, or work experience who is employed or
retained by a lawyer, law office, corporation, governmental
agency or other entity and who performs specifically delegated
substantive legal work for which a lawyer is responsible.
Paralegals or legal assistants may not provide legal services
directly to the public, except as permitted by law. Webster
University's St. Louis area paralegal programs have been
approved by the American Bar Association.
Admission
Learning Outcomes
requirements.
• Utilize critical thinking strategies for legal reasoning and
analysis.
• Demonstrate an understanding of the Code of Professional
Responsibility to guide professional behaviors and decisionmaking.
• Integrate the skills and knowledge necessary for
understanding legal issues working from both theoretical and
practical applications.
• Demonstrate an understanding of the essential goals of legal
researching, problem solving, and logic as applied to legal
writing.
• Evaluate legal information to be used in effective written
communication for practical problems encountered in a legal
environment.
• Analyze the significant role that legal assistants have in the
legal world.
• Apply advanced legal knowledge and skills in legal practice.
Office of Admission
Webster University
St. Louis, MO 63119
Management and
Leadership (MA)
Program Description
This curriculum is designed for individuals who are seeking
a graduate degree with a broad general management and
leadership perspective.
Program Curriculum
The 39 credit hours required for the MA degree
in legal studies
program is offered. (Note: This program is titled Management at
our Ft. Leavenworth, Kansas, campus.)
• LEGL 5000 Introduction to Legal Studies (Requisite Course)
(3 hours)
• LEGL 5100 Jurisprudence (3 hours)
• LEGL 5300 Ethics for the Legal Professional (3 hours)
• LEGL 5260 Methods of Legal Research and Writing I (3
hours)
136
degrees
Program Description
The MA in management and leadership is accredited
by the Accreditation Council for Business Schools and Programs
(ACBSP).
Learning Outcomes
concepts, principles, analytic techniques, and theories used
in management and leadership.
terminology, concepts, principles, analytic techniques, and
theories used in management and leadership when analyzing
situations.
• Students will be able to effectively integrate important
concepts, principles, and theories used management and
leadership when developing solutions to multifaceted
problems in complex situations.
Program Curriculum
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•
•
MNGT 5000 Management (Requisite Course) (3 hours)
MNGT 5590 Organizational Behavior (3 hours)
HRMG 5000 Managing Human Resources (3 hours)
BUSN 5200 Basic Finance for Managers (3 hours)
MNGT 5650 Management and Strategy (3 hours)
MNGT 5670 Managerial Leadership (3 hours)
HRDV 5630 Organization Development and Change (3
hours)
• MNGT 6000 Integrated Studies in Management (3 hours)
• WSBT 5000 Career Success in the 21st Century (1 hour)
The capstone for the MBA program gives students the chance to
bring together all of the theories, skills, and tools studied during
the program and integrate them into a learning experience that
highlights the nature of competition and the kind of strategic
maneuvering that must be done in order to succeed.
The degree requires satisfactory completion of 31 credit hours
of the MBA curriculum and 6 credit hours of graduate electives
for a total of 37 credit hours, or if an area of emphasis is selected
for a total of no less than 49 credit hours. Students who require
prerequisite courses may have to complete more than 37 or
49 credit hours to receive the MBA. Electives for the MBA may
be selected from any graduate School of Business offering. If
a student has a particular interest in a graduate course outside
of the School of Business, approval may be sought for such
course(s).
at a number of U.S and international campuses. Please see the
The MBA is also available in an accelerated, 1-year format at
select campus locations. The 1-Year MBA program is cohort
based with a structured schedule that begins in the Fall 1 term.
More information including admission requirements can be found
at www.webster.edu/1MBA
Admission
requirements.
Office of Admission
Webster University
St. Louis, MO 63119
Master of Business
Administration (MBA)
The MBA is accredited by the Accreditation Council for
Walker Joint MBA Program
For any undergraduate degree student at Webster University who
is considering the master of business administration degree, the
Walker Joint MBA enables completion of the MBA in a shorter
amount of time.
How it works:
Webster undergraduate students are permitted to take up to
6 hours of graduate credit toward their BS or BA degrees. For
students considering the MBA, they should take the following two
courses during their senior year at Webster:
• MRKT 5000 Marketing
• MNGT 5590 Organizational Behavior
These courses will be counted as 6 hours of elective credit toward
the BS or BA degree, and also will complete the requirement
for those two courses within the MBA degree program. With the
completion of these two courses, students will need only 31 hours
of graduate coursework to complete the MBA, excluding any
necessary pre-requisite coursework, if applicable.*
137
Degrees
management and leadership:
The master of business administration (MBA) program provides
training in business for students interested in understanding the
working nature of business in a competitive environment. Courses
in the MBA program integrate information and theories from
various disciplines, including accounting, economics, finance,
marketing, production operations, and strategic management.
The objective of this program is to develop students into broadly
educated business managers and executives who understand
the nature of business as a whole, with the tools and techniques
applicable to a wide variety of business situations.
degrees
For further information, please contact Academic Advising, or the
MBA Director.
*PLEASE NOTE: Non-Business majors (BSBA, BA Economics,
BS Finance, BS Accounting) and non-BA in Management majors
are also encouraged to use undergraduate elective credit during
sophomore, junior, or senior years, to take MNGT 2100, ACCT
2010, ACCT 2025, ECON 2020, and ECON 2030 to fulfill the
necessary pre-requisite courses for the MBA. Otherwise, any nonapplicable majors applying to the MBA will also be required to
complete BUSN 5000, BUSN 5600 (Accounting), and BUSN 5620
(Economics) prior to starting the MBA, or to pass qualifying waiver
exams for those courses.
Program Learning Outcomes
• Students will demonstrate foundation knowledge in each of
the primary functional areas of business.
• Students will be able to solve semi-structured business
problems.
• Students will be able to solve unstructured business
problems
The MBA degree-seeking student should consult the Admission,
Enrollment, and Academic Policies sections under Academic
Policies and Procedures for policies regarding application,
admission, registration, and the academic policies of Webster
University. Academic policies or exceptions to policies applicable
to MBA students are noted under their respective general
academic policies.
Areas of Emphasis
Requirements for an area of emphasis in the MBA program
include the MBA core (31 hours), the core requirements for the
emphasis area, and any prerequisites that are required. An MBA
with an emphasis requires a minimum of 49 A student may be
required to complete electives to meet the minimum number of
hours required. Prerequisites may be used to meet the 49 hour
requirement if all emphasis courses are accounted for. Students
should see an advisor for details.
Areas of emphasis for the MBA degree are:
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Business and Organizational Security Management
Environmental Management
Finance
Gerontology
Human Resources Development
Human Resources Management
Information Technology Management
International Business
International Relations
Management and Leadership
Marketing
Media Communications
Procurement and Acquisitions Management
Not all areas of emphasis are offered at every Webster University
location.
The student should consult individual campuses and the MA and
MBA Majors/Emphasis and Course Descriptions sections of this
catalog for the locations where areas of emphasis are offered.
Prerequisites:
• BUSN 5000 Business (3 hours)
• BUSN 5600 Accounting Theory and Practice (3 hours)
• BUSN 5620 Current Economic Analysis (3 hours)
Note: Program prerequisites are to be completed before
beginning coursework for the MBA for those students who have
not completed prerequisite courses (or an appropriate equivalent)
within five years of entering the program and having earned a
grade of B or better.
If the appropriate prerequisite course content was completed
more than five years prior to entering the program, the department
will allow a waiver if the student demonstrates command of the
content area by successfully completing a waiver examination.
Prerequisite courses may not count as electives in the 37-credithour MBA.
The required courses in the MBA program are:
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•
138
MRKT 5000 Marketing (3 hours)
BUSN 5760 Applied Business Statistics (3 hours)
FINC 5000 Finance
(3 hours)
(prerequisites: BUSN 5600 and BUSN 5760)
FINC 5880 Advanced Corporate Finance (3 hours)
(prerequisite: FINC 5000)
MNGT 5990 Corporate Responsibility and Society (3 hours)
BUSN 6070 Management Accounting (3 hours)
BUSN 6110 Operations and Project Management (3 hours)
(prerequisite: BUSN 5760)
BUSN 6120 Managerial Economics (3 hours)
BUSN 6200 Strategy and Competition (3 hours)
(prerequisites: all of the above)
Additional elective credit hours (6 hours)
MBA with and Emphasis in Business and
Organizational Security Management
(55 credits)
The MBA with an emphasis in business and organizational
• SECR 5000 Security Management (Requisite Course) (3
hours)
• SECR 5010 Legal and Ethical Issues in Security
• SECR 5020 Security Administration and Management (3
hours)
• SECR 5030 Business Assets Protection (3 hours)
• SECR 5060 Emergency Planning (3 hours)
• SECR 5080 Information Systems Security (3 hours)
• SECR 5090 Behavioral Issues (3 hours)
• SECR 6000 Integrated Studies in Security Management (3
hours)
MBA with an Emphasis in Environmental
Management
(55 credits)
The MBA with an emphasis in environmental management must
• ENMG 5000 Environmental Science (3 hours)
• ENMG 5100 Environmental Law (3 hours)
• ENMG 5200 Environmental Regulations and Compliance
Auditing (3 hours)
• ENMG 5300 Environmental Accounting (3 hours)
• ENMG 6100 Management of Land and Water Resources (3
hours)
• ENMG 6110 Management of Air Quality (3 hours)
• ENMG 6120 Waste Management and Pollution Control (3
hours)
• ENMG 6200 Environmental Risk Management and Strategies
(3 hours)
degrees
See also:
• MS in Environmental Management
MBA with an Emphasis in Finance
(49 credits)
The MBA with an emphasis in finance must include the following
courses:
• FINC 5210 Investments (3 hours)
• FINC 5810 Capital Budgeting and Corporate Investments (3
hours)
• FINC 5830 Institutions and Financial Markets (3 hours)
• FINC 6290 Financial Strategies (3 hours)
• One elective course to meet 49 credit minimum required for
Finance emphasis (3 hours)
See also:
• MS in Finance
MBA with an Emphasis in Gerontology
(55 credits)
The MBA with an emphasis in gerontology must include the
following courses:
GERN 5000 Gerontology (Required Course) (3 hours)
hours)
• GERN 5660 Research and Assessment in Gerontology (3
hours)
hours)
• GERN 6000 Integrated Studies in Gerontology(6 hours)
See also:
• MA in Gerontology
• Graduate Certificate in Gerontology
MBA with an Emphasis in Human Resource
Development
(52 credits)
The MBA with an emphasis in human resources development
• HRDV 5000 Introduction to Human Resources Development
(Required Course) (3 hours)
• HRDV 5560 Group Development and Change (3 hours)
hours)
• HRDV 5700 Career Management (3 hours)
• HRDV 5750 Research and Assessment Methods in Human
• HRDV 6000 Integrated Studies in Human Resources
Development (3 hours)
See also:
• MA in Human Resources Development
MBA with an Emphasis in Human Resource
Management
The MBA with an emphasis in human resources management
• HRMG 5000 Managing Human Resources (Required
Course) (3 hours)
• HRMG 5700 Employment Law (3 hours)
• HRMG 5800 Staffing (3 hours)
• HRMG 5920 Compensation (3 hours)
• HRMG 5930 Labor-Management Relations (3 hours)
• HRMG 6000 Integrated Studies in Human Resources
See also:
• MA in Human Resources Management
MBA with an Emphasis in Information
Technology Management
(52 credits)
The MBA with an emphasis in information technology
• ITM 5000 Information Technology Management: Overview
• ITM 5100 Information and Communications Systems and
Networks (3 hours)
• ITM 5200 Project Management of Information Technology (3
hours)
• ITM 5300 Procurement and Contract Management for
Information Technology (3 hours)
• ITM 5400 Systems Analysis, Design and Implementation (3
hours)
• ITM 5600 Information and Communications Security (3
hours)
• ITM 6000 Final Project in Information Technology
See also:
• MA in Information Technology Management
MBA with an Emphasis in International Business
(66 credits)
The MBA with an emphasis in international business must include
the following courses:
• INTB 5000 International Business (Required Course) (3
hours)
• INTL 5400 International Political economy (3 hours)
• INTB 5630 International Law and Business (3 hours)
• MNGT 5710 Cross-Cultural Management (3 hours)
• MRKT 5730 International Marketing (3 hours)
• BUSN 5220 Global Supply chain management (3 hours)
• INTB 5600 International Accounting (3 hours)
• INTB 5740 Global Topics #1 (1 hour)
• INTB 5760 Global Topics #3 (1 hour)
• INTB 6000 Integrated Studies in International Business (3
hours)
In addition, students are required to choose an elective course
which meets one of the following criteria:
1. a study-abroad course experience
2. a hybrid course experience
See also:
139
Degrees
•
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•
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•
(52 credits)
degrees
• MA in International Business
MBA with an Emphasis in International Relations
(58 credits)
The MBA with an emphasis in international relations must include
the following courses:
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•
INTL 5100 Research Methods and Perspectives (3 hours)
Two courses from the Comparative Politics Cluster (6 hours)
Four courses from International Relations Cluster (12 hours)
INTL 6000 Capstone In International Relations (3 hours)
Note: Additional INTL electives are not required for the MBA
emphasis.
Comparative Politics Cluster (2 courses)
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hours)
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hours)
hours)
See also:
• MA in International Relations
MBA with an Emphasis in Management and
Leadership
(49 credits)
The MBA with an emphasis in management and leadership must
•
•
•
•
•
MNGT 5000 Management (Required Course) (3 hours)
HRMG 5000 Managing Human Resources (3 hours)
MNGT 5650 Management and Strategy (3 hours)
MNGT 5670 Managerial Leadership (3 hours)
HRDV 5630 Organization Development and Change (3
hours)
• MNGT 6000 Integrated Studies in Management (3 hours)
See also:
• MA in Management and Leadership
(61 credits)
The MBA with an emphasis in marketing must include the
following courses:
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•
•
•
•
•
•
MRKT 5000 Marketing (Requisite Course) (3 hours)
MRKT 5610 Marketing Channel Management (3 hours)
MRKT 5730 International Marketing (3 hours)
MRKT 5740 Management of Digital Marketing (3 hours)
MRKT 5850 Marketing Research (3 hours)
MRKT 5890 Marketing Statistics
or BUSN 5760 Business Statistics (3 hours)
• MRKT 5895 Marketing Analytics (3 hours)
• MRKT 5960 Marketing Management (3 hours)
• MRKT 6000 Integrated Studies in Marketing (3 hours)
See also:
• MA in Marketing
MBA with an Emphasis in Media
Communications
(52 credits)
The MBA with an emphasis in media communications must
• MEDC 5000 Media Communications (Required Course) (3
hours)
• MEDC Elective-one additional core course from MEDC
electives, as determined through consultation with an
academic advisor
See also:
• MA in Media Communications
MBA with an Emphasis in Procurement and
Acquisitions Management
(49 credits)
The MBA with an emphasis in procurement and acquisitions
• PROC 5000 Procurement and Acquisitions Management
• PROC 5810 Acquisitions Law (3 hours)
• PROC 5830 Pricing (3 hours)
• PROC 5840 Negotiations (3 hours)
• PROC 5850 Logistics (3 hours)
• PROC 6000 Integrated Studies in Procurement and
Acquisitions Management (3 hours)
See also:
• MA in Procurement and Acquisitions Management
• Certificate in Government Contracting
catalog.
MBA with an Emphasis in Marketing
140
degrees
*NOTE: WSBT is a requirement in both the MBA and the MHA,
but it is required to be taken only once under the MBA/MHA dual
degree option, thereby reducing th number of overall required
credit hours by 1 credit.
For information on dual degree and sequential degree
options, see the appropriate sections in the Academic
Policies and Procedures section of this catalog.
Master of Health
Administration (MHA)
Dual Degree Option: MBA/SCML
Program Description
and 8 required core courses (22 credit hours) in the master of
business administration (MBA), one course (3 credit hours) that is
This course of study builds a broad conceptual understanding
of the health care industry, and develops specific, focused
administrative skills that will help graduates guide health care
organizations toward greater efficiency and effectiveness.
SCML students will substitute FINC 5000 Finance for BUSN 5200
Basic Finance for Managers. The required courses for the dual
degree option are listed below.
MBA/SCML Dual Degree Curriculum
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BUSN 5760 Applied Business Statistics
BUSN 6070 Management Accounting
BUSN 6110 Operations and Project Management
BUSN 6120 Managerial Economics
BUSN 6200 Strategy and Competition
FINC 5000 Finance
FINC 5880 Advanced Corporate Finance
MNGT 5590 Organizational Behavior
MNGT 5990 Corporate Responsibility and Society
or SCML 5590 Ethics & Social Responsibility in Science
MRKT 5000 Marketing
or SCML 5700 Marketing & Comparative Analysis for
PATA 5120 Foundations in Intellectual Property Law
SCML 5050 Communication for Professional Science
SCML 5800 Project Management
SCML 5850 Regulatory Affairs for Science Management and
Leadership
SCML 6000 Practical Application in Science Management
and Leadership
WSBT 5000 Career Success for the 21st Century
Admission
requirements.
Admission requirements for the 1-Year MBA program
include a 3.0 GPA and the completion of MBA prerequisites
prior to the start of the program. For more information, visit
www.webster.edu/1MBA
Webster University
St. Louis, MO 63119
The MHA is accredited by the Accreditation Council for
Learning Outcomes
used in the field of health care administration.
and theories in the field of health care administration when
of health care administration when developing solutions to
multifaceted health care administration problems in complex
factual situations, for greater organization efficiency and
effectiveness.
Program Curriculum
The 37 credit hours required for the master of health
administration (MHA) or the 58 credit hours required for the
master of business administration (MBA/MHA) dual degree must
• HLTH 5000 Organization and Management in Health
Administration (3 hours)
• HLTH 5020 Organizational Planning and Change in Health
• HLTH 5040 Human Resources Management in Health
• HLTH 5050 Financial Management in Health Administration
(3 hours)
• HLTH 5070 Financial Analysis in Health Administration (3
hours)
• HLTH 5100 Statistics for Health Administration (3 hours)
• HLTH 5120 Issues in Health Policy (3 hours)
• HLTH 5140 Health Administration Law (3 hours)
• HLTH 6000 Integrated Studies in Health Administration (3
hours)
141
Degrees
a number of U.S. campus locations. Please see the Campus
Locations section of this catalog for a full list of campuses and the
programs they offer.
degrees
Admission materials may be submitted on line by visiting:
webster.edu/apply
Admission materials may also be submitted by mail:
Office of Admission
Webster University
St. Louis, MO 63119
admit@webster.edu
(314) 246-7800
catalog.
*NOTE: WSBT 5000 is a requirement in both the MBA and the
MHA, but it is required to be taken only once under the MBA/
MHA dual degree option, thereby reducing the number of overall
required credit hours by 1 credit.
Master of Marketing (MMkt)
Program Description
The objective of the marketing core is to provide an opportunity for
students to study the dynamic impact of the business environment
and human behavior on marketing endeavors. Included in this
analysis is an examination of effective marketing practices,
procedures and analytical required to produce impactful marketing
decisions.
Webster's Vienna campus.
Admission
for the summer and fall 2014 semesters should see the Admission
Section found in the front of this catalog for general requirements.
The admission requirements detailed below will go into effect for
applicants to the Spring 1 2015 term and forward.
Admission Criteria
Students applying for admission to the Master of health
administration (MHA) Program must meet the admission
requirements outlined below:
• A bachelor's degree from an accredited educational
institution recognized by Webster University.
• An undergraduate cumulative GPA of 3.0 on a 4.0 scale or
a cumulative 3.0 GPA for a minimum of 12 credit hours of
graduate work.
• Applicants with an undergraduate GPA that is at least 2.5
but below 3.0 may be admitted on a conditional basis. These
students must successfully complete 12 credit hours of
graduate credit with a grade of B or better to advance to
candidacy.
• A minimum of one year of relevant work experience.
Application Process
Students applying for admission must submit the following to the
Office of Admission:
•
•
•
•
Application for graduate study
A non-refundable application fee of $50
Official transcripts from all universities and colleges attended
One letter of recommendation supporting the applicant's
petition for graduate study from a current or former employer
or from a faculty member familiar with the student's work
• A resume
• A personal statement of 500 words or less describing the
applicant's career goals and rationale for seeking the MHA
degree
142
The master of marketing is accredited by the
(ACBSP).
Learning Outcomes
used in the field of marketing.
and theories used in the field of marketing when analyzing
complex marketing situations.
important terminology, facts, concepts, principles, analytic
techniques, and theories used in the field of marketing as
demonstrated through the successful development of a
marketing plan.
Program Curriculum
The 37 credit hours required for the master of marketing or the
61 credit hours required for the master of business administration
marketing:
•
•
•
•
•
•
•
•
•
•
•
MRKT 5000 Marketing (Requisite Course) (3 hours)
MRKT 5610 Marketing Channel Management (3 hours)
MRKT 5730 International Marketing (3 hours)
MRKT 5740 Management of Digital Marketing (3 hours)
MRKT 5850 Marketing Research (3 hours)
MRKT 5890 Marketing Statistics
or BUSN 5760 Business Statistics (3 hours)
MRKT 5895 Marketing Analytics (3 hours)
MRKT 5960 Marketing Management (3 hours)
MRKT 6000 Integrated Studies in Marketing (3 hours)
degrees
major (e.g. MRKT prefix) or from the following list:
• NPLR 5020 Essentials of Marketing and Resource
• ADVT 5410 Fundamentals of Branding (3 hours)
• CSIS 5420 Data Mining (3 hours)
• BUSN 6160 Integrated Business Processes and ERP (3
hours)
elective course from the electives listed above. Students pursuing
dual majors who have the requisite course(s) waived will complete
only the remaining required courses for the dual majors.
Admission
requirements.
Program Curriculum
The 37 credit hours required for the master of public
administration (MPA) must include the following courses for a
major in public administration:
•
•
•
•
•
•
•
•
•
•
PADM 5000 Public Administration (required course) (3 hours)
PADM 5820 Planning and Evaluation (3 hours)
PADM 5830 Administrative Law and Processes (3 hours)
PADM 5840 Budgetary Theory and Analysis (3 hours)
PADM 5850 Research and Assessment in Public
PADM 5870 Public Personnel Management (3 hours)
PADM 5890 Public Policy and Administration (3 hours)
PADM 6000 Integrated Studies in Public Administration (3
hours)
In addition, the student chooses 9 credit hours of elective courses
offered from the program curricula of other George Herbert
Office of Admission
Webster University
St. Louis, MO 63119
major.
Master of Public
Administration (MPA)
requirements.
Program Description
The MPA is designed to provide a developmental framework for
those interested in leadership and management in the public
service. It examines the public and non-profit sectors of society,
with an analysis of management techniques and the leadership
experience used in applying these techniques to public policy
decision-making. The curriculum seeks to examine in depth the
nature of public servants, the tools at their disposal, and various
roles in public organizations.
This program is offered at a number of campuses in the United
States. Please see the Campus Locations section of this catalog
for a list of campuses where this program is offered.
Webster University
St. Louis, MO 63119
Mathematics for Educators
(MA)
Program Description
The MPA is accredited by the Accreditation Council for
The faculty strives to consistently demonstrate outstanding
teaching, with the hope that our graduates will be among the
most talented and capable teachers in the schools. We want our
students to study mathematics in an interesting, growth-producing
environment so that they will always be enthusiastic learners and
teachers of mathematics.
used in the field of public administration.
and theories used in the field of public administration when
important facts, concepts, principles, and theories in the
field of public administration when developing solutions
to multifaceted public administration problems in complex
factual situations.
All of our courses are designed specifically for the mathematics
teacher, grades 7-14. In each course, students will develop a
deeper understanding of central ideas in mathematics that are
relevant to their own teaching. They will increase their power to
employ mathematical reasoning and problem-solving techniques,
and they will experience learning mathematics in ways that
stimulate their imagination and intelligence.
Requirements
Mathematics students must meet the requirements for an
emphasis in community college mathematics, secondary
143
Degrees
Admission
degrees
mathematics or middle school mathematics. Upon completing 9
credit hours, students are required to be advanced to candidacy.
Refer to the section on Advancement to Candidacy in this catalog
for specific guidelines.
During their penultimate semester, and at least one academic
year following their advancement to candidacy, students need
to register for MTHC 5900 Final Reflections. This is a notuition, zero-credit-hour course in which students write an essay
describing how they have changed as a result of participating in
the program.
Emphasis in Community College Mathematics
This emphasis is designed for community college teachers
who wish to strengthen their ability to articulate mathematical
arguments, increase their general problem solving abilities,
and further develop their perspective and understanding of
mathematics.
Webster University
St. Louis, MO 63119
Completed application files will be reviewed by the Mathematics
Coordinator.
Transfer of Credit
Students selecting either the middle school or secondary
emphasis may transfer up to 6 credit hours of courses in
mathematics or mathematics education provided that the courses
are part of a graduate degree program at the host university and
that the grades earned for the courses are B or higher.
Students selecting the Community College emphasis may transfer
up to 6 credit hours of courses in mathematics provided that the
courses are part of the host university’s graduate degree program
in mathematics and that the grades earned for the courses are B
or higher.
This emphasis requires 33 credit hours above MTHC 5200, and a
GPA of at least 3.75.
Emphasis in Secondary Mathematics
This emphasis is designed for secondary mathematics teachers
who wish to deepen their understanding and broaden their
perspective of mathematics. Courses developed for this emphasis
include most mathematics courses numbered above MTHC 5200.
This emphasis requires 33 credit hours of graduate mathematics
courses with at least 21 of these credit hours above MTHC 5200,
and a GPA of at least 3.5.
Emphasis in Middle School Mathematics
This emphasis is designed for mathematics teachers of grades
5-8. Those choosing this emphasis will study a range of engaging
mathematical ideas that can be adapted for their own classroom
use. Relevant courses include those numbered between MTHC
5000 and MTHC 5200, as well as an occasional course numbered
above MTHC 5200.
This emphases requires 33 credit hours of graduate math
courses, including at least one math course that incorporates
technology, as well as a GPA of 3.25 or higher.
The following courses do not meet area-of-emphasis
requirements for any of the emphases: MTHC 5210, MTHC 5410.
Admission
requirements.
institution.
• Essay: "Why I Teach". If you do not currently teach, then
describe why you want to be a teacher.
• The student’s mathematical background needs to be
commensurate with the emphasis he or she is seeking. In
particular, the secondary and community college emphases
require (roughly) the equivalent of an undergraduate
mathematics major. The middle school emphasis requires
successful completion of the undergraduate calculus
sequence.
Media Communications
(MA)
Program Description
The master of arts (MA) degree in media communications
is for students who have both an interest and background in
communications.
All students entering this program are required to consult
with a School of Communications academic advisor prior to
registration. Qualifications and required prerequisite courses
will be discussed at this time. Qualifications include a strong
educational background in their intended area of graduate
communications study or professional experience in their area
of interest. Students without a strong educational background
or experience in the communications field are required to enroll
in 6 credit hours of prerequisite course work. The selection of
prerequisites will depend on each student’s area of academic
interest in communications and should be approved by a School
of Communications academic advisor.
Students must earn a grade of “B” or better in the prerequisite
courses before they are allowed to enroll in graduate courses. The
prerequisite courses are not counted toward the 36 credit hours
required for the degree, nor are they considered as part of the
and at select international campuses. Please see the Campus
program is offered.
Learning Outcomes
•
• Understand the breadth of media communications
• Examine media using multiple perspectives
• Examine media in multiple contexts: cultural, economic,
political, etc.
• Look at media as product, process, and commentary
• Apply qualitative and quantitative research
methodologies
• Apply research strategies to analyze media
Office of Admission
144
degrees
Program Curriculum
The 36 credit hours required for the MA in media communications
degree must include the following courses (21 credit hours):
hours)
• MEDC Elective (3 hours)
One additional core course from MEDC electives, as
determined through consultation with an academic advisor
In addition to the seven core courses, students can choose
elective courses offered in the other School of Communications
majors. Courses from program curricula outside the School of
Communications may be considered, if appropriate and approved
in advance using a program option request form. Students taking
courses that are a part of their approved curriculum and that
are from outside of the School of Communications should verify
prerequisites with the appropriate school or college.
The required courses and electives listed may be taken as
directed studies, subject to the conditions stated in the Directed
Studies section listed under Academic Policies and Procedures
and approved by the director of Graduate Studies and the dean of
the School of Communications.
Admission
requirements.
Webster University
St. Louis, MO 63119
Media Literacy (MA)
Program Description
The master of arts (MA) in media literacy provides students
with a critical perspective that will enable them to decipher
the information they receive through the channels of mass
communications and to develop independent judgments about
media content. This degree examines the cultural, political, and
economic context of media, which affects media programming.
All students entering this program are required to consult
with a School of Communications academic advisor prior to
registration. Qualifications and required prerequisite courses
will be discussed at this time. Qualifications include a strong
educational background in a communications-related field or
Students must earn a grade of “B” or better in the prerequisite
courses before they are allowed to enroll in graduate courses. The
prerequisite courses are not counted toward the 36 credit hours
required for the degree, nor are they considered as part of the
Students who earn an MA in media literacy may pursue careers
in education, media literacy research, the press, public policy,
community-based media, and media arts production.
Learning Outcomes
•
• Identify media literacy concepts
• Understand the impact of the media on the individual
and society
• Apply media literacy concepts to media and media
programming
• Recognize media content as a cultural "text" that
provides insight into contemporary society
• Assess qualitative and quantitative approaches to media
literacy
• Cultivate an enhanced enjoyment, understanding, and
appreciation of media content
• In the case of media communicators, produce effective
and responsible media messages
Program Curriculum
The media literacy degree focuses on research strategies for
the systematic analysis of content and provides opportunities for
fieldwork experiences in different sectors, including education,
community, professional, and media arts. In the case of media
communicators, the media literacy degree facilitates the ability
to produce effective and responsible media messages. Finally,
students in the Communications Arts (MA) program offered by
the School of Education may apply approved courses toward an
emphasis in media literacy.
MEDC 5000 Media Communications is the requisite course in
the media literacy program. It examines communications theory
and its application in mass media as well as introduces students
to the graduate program, describes program expectations, and
discusses academic preparation for MEDC 6000 Seminar in
Media Communications. Therefore, students must take this
course even if they have academic and/or professional experience
in media communications.
The required and elective courses listed may be taken as directed
approved by the director of Graduate Studies and the dean of the
School of Communications.
Students taking courses that are a part of their approved curricula
and are from outside of the School of Communications should
verify prerequisites with appropriate school or college.
The course of study for students working toward an MA in media
literacy is as follows. Any variation from this curriculum should be
approved in advance using a program option request form.
145
Degrees
MEDC 5000 Media Communications is the requisite course in the
media communications program. It examines communications
theory and its application to mass media, as well as introduces
students to the graduate program, describes program
expectations, and discusses academic preparation for MEDC
6000 Seminar in Media Communications. Therefore, students
must take this course even if they have academic or professional
experience in media communications.
professional experience in this area. Students without a strong
educational background or professional experience are required
to enroll in 6 credit hours of prerequisite course work. The
selection of prerequisites will depend on each student’s area of
academic interest in media literacy.
degrees
hours)
• MEDC 5480 Comparative Approaches to Media Literacy (3
hours)
• MEDC 5981 Integrated Studies in Media Literacy (3 hours)
Elective Courses
following with no more than 6 credit hours from the 4000-level
course work:
• COMM 5340 Language Arts Seminars (approved topics only)
(3 hours)
• COMM 5460 Curriculum Design (3 hours)
• JOUR 4500 Media Criticism for Publication (3 hours)
• MEDC 4110 Media and Digital Culture (3 hours)
• MEDC 4220 Genre Studies (3 hours)
• MEDC 4440 Patterns of Media Ownership (3 hours)
• MEDC 4500 Political Communications (3 hours)
• MEDC 5010 Introduction to Graduate Studies: Advanced
• MEDC 5370 International Media Literacy (3 hours)
• MEDC 5550 Topics in Media Communications: Campaign
Strategy and Political Power (3 hours)
• MEDC 5550 Topics in Media Communications: Video and
Media Literacy (3 hours)
• MEDC 5985 Media Literacy Fieldwork (3 hours)
• NPRO 5300 Visual Storytelling (3 hours)
• PSYC 4825 Advanced Research Methods (3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Middle School Education
(MAT)
Program Description
The MAT in middle school education degree program at Webster
University, provides candidates with a strong foundation in content
knowledge and early adolescent development. It is centered
around contemporary design-based research principles with a
focus on how students learn within inquiry based environments.
This degree emphasizes practices associated with of inquiry
based learning, differentiated instruction, and culturally responsive
teaching.
146
This graduate degree program is designed to prepare candidates
to meet initial Missouri Teacher Certification in Middle School
Education in one of the following areas:
1.
2.
3.
4.
Language Arts
Mathematics
Science
Social Studies
Learning Outcomes
The goals of the MAT in middle school education are to cultivate
graduates who are:
Candidates in the middle school MAT will:
• understand, demonstrate, and apply in-depth knowledge of
their chosen discipline(s)
• embrace the synergy of collaborative learning
• understand how to guide students through a period of
significant developmental change
• develop curriculum and assessments based on the best
educational theory, practice, research, national, state, and
content standards
• motivate students to learn by implementing instruction based
on the developmental needs of young adolescents
• Apply the best academic, social, and technological tools to
address the needs of the 24st century learner
• demonstrate collaborative skills in working with colleagues,
students, and families in schools and communities to support
student learning
• recognize, appreciate, and respond to the needs of diverse
learners based on theory and research of developmental
sciences
• create a positive, productive learning community that
responds to the needs of individual learners
• celebrate and integrate the talents and cultures of each
student
Policies & Procedures
The candidate should consult the Academic Policies section
of the catalog for Webster University policies regarding course
dismissal; transcripts; and diploma. Procedures for registration
Certification in Middle School Education (Grades
5-9)
Certification Hours
To earn Missouri state certification in middle school education,
students are required to take more than 33 credit hours of courses
in addition to 10 credit hours of apprentice teaching.
degrees
evaluation the certification officer will identify the exact number
of credit hours that an MAT candidate will require to complete
courses will be identified from the students transcripts. Using
this evaluation an academic advisor in conjunction with the
for the student.
State Assessments
Background Checks
experiences are required to earn the MAT degree in middle
school education. Students are advised that initial teacher
certification in middle school education (grades 5-9) may require
more hours than are listed for the MAT degree program. Students
must consult an advisor in order to obtain a personalized program
of study.
Foundations
•
•
•
•
CMAT 5000 Teaching in a Diverse Society (3 hours)
SOCS 5700 Middle School History and Philosophy (3 hours)
SOCS 5760 Middle School Curriculum & Instruction (3 hours)
CMAT 5015 Differentiated Instruction and Assessment. (3
hours)
• EPSY 5370 Counseling or EPSY 5290 Family Counseling
or COMM 5290 Interpersonal Communication (3 hours)
hour)
Methods
• CMAT 5170 Classroom & Behavioral Management (3 hours)
• COMM 5920 Teaching Reading & Writing in the Content
Area (3 hours)
• COMM 5199 Teaching Writing (3 hours)
• COMM 5905 Reading Assessments and Interventions
Grades 6 - 12 (3 hours)
Clinical Experience
Practicum
• CMAT 5100 Practicum Middle School Language Arts (3
hours) or
• CMAT 5101 Practicum Middle School Mathematics (3 hours)
or
• CMAT 5102 Practicum Middle School Science (3 hours) or
• CMAT 5103 Practicum Middle School Social Science (3
hours)
Apprentice Teaching
• CMAT 5200 Apprentice Teaching Middle School Language
Arts (9 hours) or
• CMAT 5201 Apprentice Teaching Middle School
Mathematics (9 hours) or
• CMAT 5202 Apprentice Teaching Middle School Science (9
hours) or
• CMAT 5203 Apprentice Teaching Middle School Social
Science (9 hours) and
• CMAT 5096 Apprentice Teaching Seminar (1 hour)
Total: 44 hours
All of the above courses are necessary to meet the requirements
for Missouri initial teacher certification in Middle School Education.
hours)
• Content area courses as required for initial state certification
(to be determined in consultation with advisor)
Content Areas
Students choose one of the following content areas in which
to seek initial teacher certification. Students must maintain
a minimum GPA of 3.0 in their content area in order to be
recommended for certification.
Language Arts: 24 hours
•
•
•
•
•
•
3 hours of Composition
6 hours of American Literature
6 hours of World Literature
3 hours Modern Grammar
3 hours of Oral/Interpersonal Communication
3 hours Young Adult Literature
Mathematics: 24 hours
• 4-5 hours Calculus I (MATH 1610)
• 4-5 hours Calculus II (MATH 1620)
• 11 - 13 hours from the following (to be determined in
consultation with advisor)
• statistics
• geometry
• discrete mathematics
Science: 24 hours
Content Methods – (based on certification content
area) (3 hours)
• COMM 5440 Integrated Language Arts Methods (3 hours)
• Biology with lab
• Chemistry with lab
• Physics with lab or Physical Science with lab
147
Degrees
• MTHT 4450 Middle School Math Methods (3 hours)
• SCIC 5010 Contemporary Strategies for Elementary & Middle
School Science
or EDUC 4580 Methods for Teaching Elementary Science (3
hours)
• SOCS 5010 Secondary Social Studies Methods (3 hours)
degrees
•
•
•
•
Astronomy
Environmental Science
Physical Geology
Meteorology
Social Science: 24 hours
•
•
•
•
3 hours of Economics
3 hours of Geography
3 hours American Government
6 hours American History (to include 18th, 19th, 20th
Century)
• 6 hours World/European History
• 3 hours Young Adult Literature
Application and Eligibility to Middle School
Practicum
Registration in Middle School Practicum must be approved
electronically by the student's advisor by September 15 for Spring
placement and by February 15 for Fall placement. Applications
for practicum are completed TK20. Directions are located on
the School of Education website. Late applications will not be
accepted. A grade of B or higher is required for successful
completion of the practicum.
Application to Apprentice Apprentice Teaching:
Middle School
Successful completion of Apprentice Teaching: Middle School
is required to meet the graduation requirements of the MAT in
middle school education. Application and registration in CMAT
5092 must be approved electronically by the student's advisor by
September 15 for Spring placement and by February 15 for Fall
placement. Applications for apprentice teaching are completed
through TK20. Directions are located on the School of Education
website. Students who are full time paraprofessionals or teachers
in an approved educational setting may be eligible to earn credit
for Apprentice Teaching through an assessment process.
Eligibility requirements for acceptance to Apprentice
Teaching: Middle School Education
courses for Missouri initial teacher certification in Middle
School Education
2. Students must have successfully completed Middle School
Practicum with a grade of B or higher
3. Students must have passed the state-required Content
Area Examination with a qualifying score equal to or greater
than the Missouri qualifying score prior to Apprentice
Teaching Orientation. Students should talk to their advisor
or the teacher certification professionals at Webster
Admission
requirements.
• Receipt of official transcript from the baccalaureate granting
institution
• B- or better in college-level mathematics
• B- or better in college-level composition
St. Louis, MO 63119
program.
more information)
coursework, until advanced to candidacy.
Multimodal Literacy for
Global Impact (MA)
Program Description
This master of arts degree is designed for students that are
interested in integrating the areas of multimodal literacy within
an international framework along with an understanding of
various languages and cultures in order to have a global impact
on various forms of educational programming. The degree is
grounded in the theory that various forms of communication
skills, along with strategic communications within an international
framework, are needed in order to promote the exchange of new
and promising educational and entrepreneurship programs around
the world. This particular degree would be helpful for students that
are interested in working with various non-profit organizations,
business enterprises, and national/international agencies to
promote educational programs for global impact. Six credit hours
of electives can be selected as long as they are at the 5000 level
or above.
This program is offered online.
Learning Outcomes
Students will:
• Integrate the use of visual media and Interpersonal
communication skills for the design and promotion of
educational programs.
• Apply an understanding of various languages and cultures in
the design and implementation of educational programs.
• Integrate the appropriate forms of technology into the design
and delivery of educational programs.
• Integrate the various forms of media communications within
an intemational context to promote and deliver effective
educational programs.
Requirements
Office of Admission
Webster University
The 33 credit hours required for this degree include the following
courses (27 hrs.), plus 6 hrs. of electives:
148
degrees
•
•
•
•
•
•
•
•
•
COMM 5199 Teaching Writing (3 hours)
COMM 5270 Visual Communications (3 hours)
COMM 5290 Interpersonal Communications (3 hours)
COMM 5350 Language and Culture (3 hours)
COMM 5631 Literacies and Technology (3 hours)
MEDC 5000 Media Communications (3 hours)
MEDC 5310 Media and Culture (3 hours)
MEDC 5370 International Media Literacy (3 hours)
Admission
requirements.
• Undergraduate grade point average at least a 2.5 GPA.
• Official transcripts of previous undergraduate coursework..
• Essay: What motivated you to seek this program? Based
on the degree's program description and candidate learning
outcomes, how do you think your participation in this program
will help you accomplish your personal and professional
goals?
Language, Literacy, and Leadership.
Admission
•Students who are interested in applying to this degree program
Students seeking admission to the MA in music programs must
submit or complete the following:
• An official transcript that documents the awarding of a
baccalaureate degree in music from an accredited institution.
• A satisfactory audition/interview before an appointed faculty
committee. Guidelines for audition repertoire are available
upon request from the Director of Graduate Studies in Music
or the specific program director (voice, piano, jazz, music
education, instrumental studies, and so forth). Please read
the following section on Audition Procedures.
• A satisfactory performance on an entrance examination in
music history and theory. Remedial studies-without creditmay be prescribed for students who have deficiencies in
either or both of these areas.
• Three letters of recommendation, at least two of which should
be from former music teachers
Degrees
Webster University
Office of Admission
St. Louis, MO 63119
Webster University
Office of Admission
St. Louis, MO 63119-3194
Audition Procedures
Music (MA)
Program Description
Webster University offers the master of arts (MA) in music for
students who desire a more general course of study.
The MA in music is offered without an official area of
specialization, although any one or more of several fields within
music may be emphasized through elective courses that meet
individual needs and career goals. The area of emphasis will
be determined by the student in consultation with the graduate
committee and the Director of Graduate Studies in Music.
In contrast to the performance-related MM, academic studies
in music and related fields are emphasized in the MA in music
degree program. Performance and creative musical endeavors,
however, will be central to the course of study for many students.
Graduates of the MA program will be qualified to teach applied
music in the studio or classroom, private or public school music
teaching, perform with or conduct ensembles, compose or
arrange music, pursue doctoral studies in musicology, theory,
or another field, or establish an expertise in any one or several
additional areas.
The MA program conforms to the guidelines specified by the
National Association of Schools of Music for accreditation.
Webster University is a full member of the National Association of
Schools of Music.
Webster University also offers the master of music (MM) with a
major in composition, jazz studies, music education, performance,
orchestral performance, and church music.
Applicants should follow the guidelines for their instrument or
interest area as listed previously. Applicants should discuss
audition preparation with the Director of Graduate Studies in
Music.
Departmental Standards and Policies
Students should consult the Academic Warning, Probation,
and Dismissal sections of this catalog for further information.
In addition, the Department of Music Handbook, available from
the Music Office, includes departmental policies on admission
to candidacy, degree recitals, theses, applied music, and
ensembles, as well as other areas that pertain to MM and
MA students. This departmental policy manual constitutes an
extension of the Webster University Graduate Studies Catalog.
Ensemble Requirement for Graduate Students
All graduate students in music are required to complete two
semesters in a major ensemble. Jazz studies majors may fulfill
this requirement through the various jazz ensembles. Composition
majors will participate in the New Music Ensemble for one term,
with a second term in Wind Ensemble, Orchestra, or a choral
ensemble. Majors in other areas will choose choir, orchestra, or
wind ensemble. Additional performing groups (such as Opera
Studio or Jazz Singers) may be chosen for elective credit. Specific
ensemble requirements are listed with each degree and area of
emphasis.
Graduate Oral Examinations
The Graduate Oral Examination is required of all students at
the graduate level. This examination is based on the student’s
program of study, and includes topics in music history and
literature, music theory, and the area of emphasis. Students are
expected to demonstrate the ability to integrate and interpret
materials and issues in the major field. The exam emphasizes
149
degrees
topics dealt with directly in the student’s thesis, recital, or other
major project presented in fulfillment of the degree requirements.
This is an oral examination conducted by a committee that is
appointed by the Director of Graduate Studies, in consultation with
the Director of the area of study and other members of the faculty.
The committee will include a majority of full-time faculty members
Students who fail the oral examination may retake it upon the
recommendation of the committee.
The MA in music will be balanced among three areas: (1)
core courses in music history, theory, and performance; (2)
supportive courses in music (area of emphasis); and (3) additional
coursework in music or a related field.
Suggested Areas of Emphasis
•
•
•
•
•
•
•
•
•
•
Piano Pedagogy/Performance
Vocal Pedagogy/Performance
Music Education
Jazz Studies
Conducting
Composition/Arranging
Music History/Theory
Accompanying
Chamber Music
Other areas as approved by the Director of Graduate Studies
Required Courses
•
•
•
•
•
•
•
•
•
•
MUSC 5000 Applied Music (0-2 hours)
MUSC 5100, 5110 Analytical Techniques I, II (4 hours)
MUSC 5120, 5130 Seminar in Music Literature I, II (6 hours)
Major Ensemble-2 semesters (2 hours)
MUSC 4900 Webster University Concert Choir
MUSC 4910 Webster University Chamber Singers
MUSC 4940 Webster University Orchestra
MUSC 4960 Jazz Ensemble (Jazz Studies emphasis only)
MUSC 4980 Webster University Wind Ensemble
Music electives (10-12 hours)
Courses in music at the 4000-5000 levels to be chosen in
consultation with the Director of Graduate Studies (At least 6
credit hours of these courses must be academic electives.)
• Additional coursework (10-12 hours)
These courses may be in music or in another related field
such as art, literature, philosophy, or history.
• Final Project/Recital Program (0 hours)
Students will present a major historical, pedagogical,
or analytical paper, a recital, or other appropriate
demonstration. Final projects are approved by the Director
of your area of emphasis in consultation with the Director of
Graduate Studies and the Chair of the Department of Music.
• Oral examination (0 hours)
•
•
•
•
•
•
MUSC 4340, 4350 Jazz Scoring and Arranging I, II (6 hours)
MUSC 4990 Opera Studio (1 hour)
MUSC 5200 Independent Study (1-3 hours)
MUSC 4360 Survey of Music Business (3 hours)
MUSC 5320 Advanced Instrumental Conducting (1-4 hours)
MUSC 5330 Advanced Choral Conducting (1-4 hours)
Library Holdings
Books, periodicals, scores, records, compact discs, and videos,
as recommended for music libraries by the National Association
of Schools of Music, are conveniently housed in the Emerson
Library. In addition, the library subscribes to a number of
significant online music-related resources including The New
Grove Dictionaries of Music, the International Index of Music
Periodicals, The Music Index, and RILM.
The Department of Music offers graduate assistantships in jazz
studies, music theory, orchestra, and choral music. For further
information, interested applicants should contact the Director
of Graduate Studies in Music. Assistantship stipends do not
include tuition remissions. Applications for assistantships must be
received by March 15.
Graduate Scholarships
The Department of Music offers a limited number of scholarships
to graduate students based on merit. Among these are the Buder
Foundation Scholarships, the James Moroney Nigh Endowed
Scholarship Fund in Opera, and the TKT Jazz Scholarship. For
more information, interested applicants should contact the Chair
of the Department of Music. Scholarship applications are due by
April 1.
Adjunct Teaching Appointments
In addition to graduate assistantships, exceptionally qualified
graduate students may be considered for employment as
instructors in one of the following areas: academic studies, jazz
studies, orchestral instruments, piano, and voice. Employment
determination is made by the Chair of the Department of Music
with the Director of Graduate Studies in Music in consultation with
the director of the specific academic area.
Graduate Student General Financial Aid
Information
For information on non-music related sources of financial aid,
including work study and loan programs, interested applicants
should contact the Webster University Office of Financial Aid.
Music (MM)
Total: 32 hours
Suggested Electives
Program Description
•
•
•
•
•
•
•
•
•
•
•
•
150
MUSC 4040 Music of the Twentieth Century (3 hours)
MUSC 4070 Choral Arranging (2 hours)
MUSC 4080 Choral Literature and Techniques (3 hours)
MUSC 4140 Lyric Diction (2 hours)
MUSC 4150 The Art Song (3 hours)
MUSC 4160 Operatic Literature (3 hours)
MUSC 4170, 4175, 4270 Piano Literature I, II (6 hours)
MUSC 4185 Piano in Chamber Music Literature (3 hours)
MUSC 4190 Orchestral Literature (3 hours)
MUSC 4250, 4255 Voice Pedagogy (3 hours)
MUSC 4260 Piano Pedagogy I, II (4 hours)
MUSC 4320 Jazz Pedagogy (3 hours)
Webster University offers the master of music (MM) with a major
in composition, jazz studies, music education, performance,
orchestral performance, and church music. Graduates of the MM
program will be trained to further their careers in private studio
teaching or public performance as soloists, ensemble members,
or composers. The emphasis for each student’s training will be
determined by individual consultation with the major professor,
the Director of Graduate Studies in Music, and the Committee for
Graduate Studies in Music.
The MM program conforms to the guidelines specified by the
National Association of Schools of Music for accreditation.
degrees
Webster University is a full member of the National Association of
Schools of Music.
Music Education
Students who desire a more general course of studies may
pursue the master of arts (MA) with a major in music.
Please follow the guidelines provided elsewhere in this section
for auditions in piano, vocal or instrumental performance, or jazz
studies.
Piano or Organ
•Students who are interested in applying to this degree program
Piano and organ applicants should prepare a minimum of three
major works, performed from memory, in contrasting styles. Two
selections must be from the Baroque, Classical, or Romantic
periods. The third work should be from the Impressionist or
contemporary periods.
Voice
Students seeking admission to the MM in music programs must
submit or complete the following:
Applicants must submit previous recital programs and will be
assessed on knowledge of repertoire, diction, and language
phonetics. Applicants will perform five works from memory,
including oratorio/opera arias and songs from the classical
repertoire in four languages. Applicants may be asked to sightsing or vocalize to assess pitch perception and tone production.
Admission
Webster University
Office of Admission
St. Louis, MO 63119-3194
Audition Procedures
Church Music
Applicants should prepare a minimum of three works in
contrasting styles from the classical or sacred repertoire for piano,
voice, or organ as the major instrument. If piano or organ is not
the major instrument, a demonstration of keyboard skills will also
be expected.
Composition
Applicants for the MM in composition must present a portfolio of
scores in various genres, as well as recordings of the works from
performances, or electronic realizations, if possible. Applicants are
also required to perform on their major instrument.
Instrumental Performance and Orchestral Performance
Applicants for the MM in instrumental performance and orchestral
performance should present a minimum of three major works,
preferably performed from memory in a variety of historical and
technical styles. Orchestral instrumentalists should perform
excerpts from standard orchestral literature.
Jazz Studies
Applicants should prepare a minimum of three works from
memory. Instrumentalists should demonstrate improvisation
skills on a 12 bar blues, a standard by Ellington or a similar
composer, and a contemporary jazz work. Vocalists should
perform two standards from the jazz repertoire. Scat singing may
be requested. Percussionists will demonstrate an understanding
of swing, Latin, fusion, and other styles. A brief sight-reading
demonstration may be required.
Departmental Standards and Policies
Students should consult the Academic Warning, Probation,
and Dismissal sections of this catalog for further information.
In addition, the Department of Music Handbook, available from
the Music Office, includes departmental policies on admission
to candidacy, degree recitals, theses, applied music, and
ensembles, as well as other areas that pertain to MM and
MA students. This departmental policy manual constitutes an
extension of the Webster University Graduate Studies Catalog.
Ensemble Requirement for Graduate Students
All graduate students in music are required to complete two
semesters in a major ensemble. Jazz studies majors may fulfill
this requirement through the various jazz ensembles. Composition
majors will participate in the New Music Ensemble for one term,
with a second term in Wind Ensemble, Orchestra, or a choral
ensemble. Majors in other areas will choose choir, orchestra, or
wind ensemble. Additional performing groups (such as Opera
Studio or Jazz Singers) may be chosen for elective credit. Specific
ensemble requirements are listed with each degree and area of
emphasis below.
Graduate Oral Examinations
The Graduate Oral Examination is required of all students at
the graduate level. This examination is based on the student’s
program of study, and includes topics in music history and
literature, music theory, and the area of emphasis. Students are
expected to demonstrate the ability to integrate and interpret
materials and issues in the major field. The exam emphasizes
topics dealt with directly in the student’s thesis, recital, or other
major project presented in fulfillment of the degree requirements.
This is an oral examination conducted by a committee that is
appointed by the Director of Graduate Studies, in consultation with
the Director of the area of study and other members of the faculty.
The committee will include a majority of full-time faculty members
Those students in the MME programs are also required to
complete a written comprehensive examination.
Students who fail the oral examination may retake it upon the
recommendation of the committee.
Master of Music (MM)
Composition Emphasis
The composition program at Webster focuses primarily on
contemporary concert music. Students are also encouraged
to explore many other musical styles and technologies such
151
Degrees
• An official transcript that documents the awarding of a
baccalaureate degree in music from an accredited institution.
• A satisfactory audition/interview before an appointed faculty
committee. Guidelines for audition repertoire are available
upon request from the Director of Graduate Studies in Music
or the specific program director (voice, piano, jazz, music
education, instrumental studies, and so forth). Please read
the following section on Audition Procedures.
• A satisfactory performance on an entrance examination in
music history and theory. Remedial studies-without creditmay be prescribed for students who have deficiencies in
either or both of these areas.
• Three letters of recommendation, at least two of which should
be from former music teachers
degrees
as jazz, electronic, computer, and MIDI applications. Faculty
composers work directly with composition majors. Among other
opportunities available for the performance of students’ works are
those provided by the Webster University New Music Ensemble.
Required Courses
•
•
•
•
•
•
•
•
•
MUSC 4040 Music of the Twentieth Century* (3 hours)
MUSC 5010 Composition (four semesters) (8 hours)
MUSC 5100 Analytical Techniques I (2 hours)
MUSC 5110 Analytical Techniques II (2 hours)
MUSC 5120 Seminar in Music Literature I (3 hours)
MUSC 5130 Seminar in Music Literature II (3 hours)
MUSC 4950 New Music Ensemble (1 hour)
Major Ensemble:
• MUSC 4900 Webster University Concert Choir (1 hour)
• MUSC 4940 Webster University Orchestra (1 hour)
• MUSC 4980 Webster University Wind Ensemble (1
hour)
• Electives (7-9 hours)
• Final project (0 hours)
The student must submit a major composition project (thesis)
and present a recital of works completed while at Webster
University of at least 45 minutes in length. A recording of the
recital must accompany the submitted thesis manuscript.
Total: 32 hours
*Students who completed MUSC 4040, or equivalent, as
undergraduates (with grades of B or better) may choose electives.
Suggested Electives
• AUDI 4300 Advanced MIDI Applications: Film Scoring (3
hours)
• MUSC 4020 Sixteenth-Century Counterpoint (3 hours)
• MUSC 4030 Eighteenth-Century Counterpoint (3 hours)
• MUSC 4340 Jazz Scoring and Arranging I (3 hours)
• MUSC 5000 Applied Music (1-3 hours)
• MUSC 5200 Independent Study (1-3 hours)
Jazz Studies Emphasis
The Webster jazz studies program is based around the small
group performing experience. The MM in jazz studies allows for
students to emphasize composition or performance. Students
who elect to emphasize jazz history may pursue the MA in music.
Students work directly with a faculty mentor on various graduate
jazz studies projects.
Total: 32 hours
Suggested Electives
• MUSC 4320 Jazz Pedagogy (2 hours)
• MUSC 5200 Independent Study: Jazz Pedagogy (2 hours)
• MUSC 5200 Independent Study: Topics in Jazz Improvisation
(2 hours)
• MUSC 4360 Survey of Music Business (3 hours)
Performance Emphasis
The MM in performance provides an intensive curriculum in solo
and ensemble experiences culminating in two public solo recitals.
Major Areas of Emphasis
•
•
•
•
Required Courses for Piano, Guitar, and Organ
Performance
• MUSC 5000 Applied Music: Major Instrument(s)(four
semesters) (8 hours)
• MUSC 5100, 5110 Analytical Techniques I, II (4 hours)
• MUSC 5120, 5130 Seminar in Music Literature I, II (6 hours)
• Major Ensemble-2 semesters (2 hours)
• MUSC 4900 Webster University Concert Choir
• MUSC 4940 Webster University Orchestra
• Electives (12 hours)
• Two Public Recitals (0 hours)
Total: 32 hours
Suggested Electives
•
•
•
•
•
•
•
•
•
Required Courses
• MUSC 5000 Applied Music: Major Instrument(s)
(four semesters) (8 hours)
• MUSC 4340 Jazz Scoring and Arranging I (3 hours)
• MUSC 5200 Independent Study: Advanced Arranging(two
• MUSC 5800 Advanced Studies in Music: Jazz History (2
hours)
• MUSC 4960 Jazz Ensemble
• MUSC 4950 Vocal Jazz Ensemble (for vocal majors
only)
• MUSC 4970 Webster University Jazz Collective
• Final project (0 hours)
Two recitals or one major arranging project, or one major
historical document
152
Piano
Voice
Guitar
Organ
•
•
•
•
MUSC 4010 Composition (1-4 hours)
MUSC 4030 Eighteenth Century Counterpoint (3 hours)
MUSC 4150 The Art Song (3 hours)
MUSC 4160 Operatic Literature (3 hours)
MUSC 4170, 4180 Piano Literature I, II (6 hours)
MUSC 4185 Piano in Chamber Music Literature (3 hours)
MUSC 4260, 4270 Piano Pedagogy I, II (4 hours)
MUSC 4800 Advanced Topics in Music (2-3 hours)
MUSC 4950 Chamber Music:
• Classical Guitar Ensemble (1 hour)
• Piano Trio (1 hour)
• New Music Ensemble (1 hour)
MUSC 5000 Applied Music (2 hours)
MUSC 5800 Advanced Studies in Music (1-4 hours)
Required Courses for Vocal Performance
• MUSC 5000 Applied Music: Major Instrument(s) (four
• MUSC 4140 Lyric Diction (2 hours)
• MUSC 4150 The Art Song* (3 hours)
• MUSC 4160 Operatic Literature* (3 hours)
• MUSC 4900 Webster University Concert Choir
• MUSC 4910 Webster University Chamber Singers
• MUSC 4990 Webster University Opera Studio (MM vocal
performance majors may count Opera Studio as a major
degrees
ensemble for one semester, but only if they have a major
role, and only if they take Opera Studio during the fall
semester.)
• Two Public Recitals (0 hours)
Total: 32 hours
*Students who completed these courses as undergraduates (with
grades of B or higher) may choose electives.
Suggested Electives
•
•
•
•
•
•
MUSC 4250, 4255 Voice Pedagogy I and II (4 hours)
MUSC 4800 Advanced Topics in Music (2-3 hours)
MUSC 4810 Advanced Aural Skills (2 hours)
MUSC 4990 Opera Studio (1 hour)
MUSC 5000 Applied Music (1-2 hours)
MUSC 4360 Survey of Music Business (1-2 hours)
Orchestral Performance Emphasis
Required Courses
• MUSC 4190 Orchestral Literature (3 hours)
• MUSC 4940 Webster University Orchestra** (4 hours)
• MUSC 4950 Webster University Chamber Music Ensembles
(2 hours)
• MUSC 5000 Applied Music (four semesters) (8 hours)
• MUSC 4360 Survey of Music Business (3 hours)
• Electives (3-5 hours)
• Two public recitals (0 hours)
Webster University Courses
• MUSC 4110 Hymnody and Psalmody (2 hours)
• MUSC 4080 Choral Literature and Techniques (3 hours)
• MUSC 4910 Webster University Chamber Singers
• MUSC 5000 Applied Music: Organ (for organists) (4-6 hours)
• MUSC 5000 Applied Music: Voice (2-4 hours)
• MUSC 5120, 5130 Seminar in Music Literature I, II(6 hours)
• MUSC 5320 Advanced Instrumental Conducting
and/or MUSC 5330 Advanced Choral Conducting (4-6 hours)
• MUSC 5900 Supervised Apprenticeship(2 hours)
• Public recital (0 hours)
1.) an organ recital or
2.) a choral concert with a church or other choir conducted
by the MM student, the repertoire will be carefully selected
to represent sacred choral works from a variety of important
composers and musical eras.
Eden Seminary Courses
• Liturgy course (consult with your adviser) (2-3 hours)
• B111 or B112 Biblical Studies I or II (3 hours)
• B113 or B114 Biblical Studies III or IV (3 hours)
The required seminary courses may be taken at Eden Seminary,
at Aquinas Institute of Theology, or at another seminary approved
by the program director.
Electives to be selected from the following: (1–4
hours)
Webster University Courses
• MUSC 4250 Voice Pedagogy (2 hours)
• MUSC 5010 Composition (1-3 hours)
• MUSC 5500 Music Education courses (1-3 hours)
Seminary Courses
• Elective courses taken at Eden Seminary, or at another
seminary, must be approved by your program advisor.
Total: 32 hours
Total: 36 hours
Suggested Electives
•
•
•
•
MUSC 4040 Music of the Twentieth Century (3 hours)
MUSC 4810 Advanced Aural Skills (2 hours)
MUSC 5320 Advanced Instrumental Conducting (1-3 hours)
** Students are expected to perform with the Webster University
Symphony Orchestra every semester they are enrolled in the
program. Beyond the required four semesters, Orchestra may be
taken without credit.
Church Music Emphasis
This graduate degree program is designed specifically for
musicians serving as directors of music, organists, and/or choir
directors in a church setting. Students in this program enroll in
core courses in music theory and history. Classes required for
completion of the 36-credit-hour degree are taken at both Webster
University and Eden Seminary, Aquinas Institute of Theology, or
another seminary. A minimum of 24 graduate credit hours will be
earned at Webster University and a minimum of 8 credit hours at
Eden Seminary.
To complete the requirements for graduation, each student must
accomplish the following to the satisfaction of a faculty committee:
(1) demonstrate keyboard proficiency by playing selected 4-part
hymns;
(2) pass a comprehensive oral examination; and
(3) present a public recital or comparable musical presentation as
a demonstration of competence in performance.
Library Holdings
Books, periodicals, scores, records, compact discs, and videos,
as recommended for music libraries by the National Association
of Schools of Music, are conveniently housed in the Emerson
Library. In addition, the library subscribes to a number of
significant online music-related resources including The New
Grove Dictionaries of Music, the International Index of Music
Periodicals, The Music Index, and RILM.
The Department of Music offers graduate assistantships in jazz
studies, music theory, orchestra, and choral music. For further
information, interested applicants should contact the Director
of Graduate Studies in Music. Assistantship stipends do not
include tuition remissions. Applications for assistantships must be
received by March 15.
153
Degrees
Those who anticipate careers as orchestral performers will pursue
the MM in orchestral performance. This degree program permits
a combination of solo, chamber, and orchestral training. Private
instruction is provided by full-time and adjunct faculty artists and
by members of the Saint Louis Symphony Orchestra.
Required Courses
degrees
Graduate Scholarships
This program is offered at Webster's Leiden campus.
The Department of Music offers a limited number of scholarships
to graduate students based on merit. Among these are the Buder
Foundation Scholarships, the James Moroney Nigh Endowed
Scholarship Fund in Opera, and the TKT Jazz Scholarship. For
more information, interested applicants should contact the Chair
of the Department of Music. Scholarship applications are due by
April 1.
Learning Outcomes
Adjunct Teaching Appointments
In addition to graduate assistantships, exceptionally qualified
graduate students may be considered for employment as
instructors in one of the following areas: academic studies, jazz
studies, orchestral instruments, piano, and voice. Employment
determination is made by the Chair of the Department of Music
with the Director of Graduate Studies in Music in consultation with
the director of the specific academic area.
Graduate Student General Financial Aid
Information
For information on non-music related sources of financial aid,
including work study and loan programs, interested applicants
should contact the Webster University Office of Financial Aid.
New Media Production
(MA)
Program Description
In the current dynamic media environment, the demand is
for practitioners who are able to produce content on various
digital platforms using the latest equipment and methods. This
degree is designed to teach students how to succeed in that
changing media environment and to give them the production
skills necessary to communicate stories with impact.
The master of arts (MA) in new media production degree consists
of two stackable 18 credit hour certificates. Taken together,
the certificates total 36 credit hours. To be awarded the MA in
new media production, students must complete the following
certificates:
• Fundamentals of Multimedia Production
• Advanced New Media Production
The certificate in fundamentals of multimedia production provides
students with a basic understanding of how to produce multiplatform content for today's modern workplace. It builds on
production skills students already have while providing a basic
understanding of a full range of multimedia production.
The certificate in advanced new media production provides
students with a mastery of techniques appropriate to achieve
success in the multi-platform universe of today's modern
workplace. It provides students with skills in website construction,
audio and video production, and an integration of multimedia
projects with social networking.
The certificate in the fundamentals of multimedia production
must be completed before the certificate in advanced new media
production can be undertaken.
Students who complete both certificates will be awarded the MA in
new media production.
154
• Students will demonstrate proficiency on multiple digital
platforms and possess multiple digital skill sets as part of a
modern production process and should be able to perform
those skills in a professional environment.
• Students will develop proficiency in using various media
platforms as part of the storytelling process.
• Students will demonstrate a mastery of storytelling
techniques.
• Students will demonstrate knowledge of various approaches
to employing multimedia storytelling to the social media
environment.
Program Curriculum
The 36 credit hours required for the MA in new media production
must include the following courses as specified in each certificate
(21 credit hours):
Core Courses:
•
•
•
•
•
•
NPRO 5000 New Media Tools (3 hours)
NPRO 5100 Written Storytelling (3 hours)
NPRO 5200 Audio Storytelling (3 hours)
NPRO 5300 Visual Storytelling (3 hours)
NPRO 5900 New Media Project Production (3 hours)
NPRO 6000 New Media Thesis Project (6 hours)
Students are required to take five courses listed as skills courses
for this degree from the following list of available electives (15
credit hours) as specified in each certificate. The 15 hours of
course work may come only from the following list of approved
electives. No electives used in the completion of the certificate
in the fundamentals of multimedia production may be used by
students to complete the certificate in advanced new media
production.
Elective Skills Courses
• AUDI 5220 Podcast Production and Promotion (3 hours)
• FTVP 5310 Fundamentals of Video Cameras and Lighting (3
hours)
• FTVP 5330 Digital Graphics and Motion Graphics Production
(3 hours)
• FTVP 5331 Video Editing and Webisode Creation (3 hours)
• INTM 5630 Digital Design and Information Graphic
Production (3 hours)
• INTM 5640 Multimedia Production for Websites and Mobile
Applications (3 hours)
hours)
• NPRO 5650 Special Topics in New Media Production (3
hours)
• PHOT 5060 Digital Images and Storytelling (3 hours)
Students may substitute appropriate 4000-level courses for
electives in this program with the approval of the student's
academic advisor and by submitting a program option request
prior to registration to be approved in writing by the department
chair and the dean of the School of Communications.
School of Communications academic advisor to create a program
plan to chart progress through the curriculum in this degree
program.
degrees
Admission
requirements.
Webster University
St. Louis, MO 63119
Nonprofit Leadership (MA)
Program Description
Students completing master of arts in nonprofit leadership will be
able to:
• Articulate the important terminology, facts, concepts,
principles, analytic techniques, and theories used in the field
of nonprofit leadership.
• Analyze complex factual situations using the important facts,
concepts and theories of the nonprofit leadership field to help
diagnose best practices, problems, and opportunities facing
nonprofit organizations.
• Integrate theories and models to develop solutions to
complex issues and problems facing leaders of nonprofit
organizations, and then demonstrate the effectiveness of
their solutions using either quantitative or qualitative criteria.
Program Curriculum
include the following courses for a major in nonprofit leadership:
• NPLR 5000 Nonprofit Organizations (3 hours)
• NPLR 5010 Governance and Executive Leadership in
Nonprofits (3 hours)
• NPLR 5020 Essentials of Marketing and Resource
• BUSN 5210 Financial Management and Budgeting in
• NPLR 5210 Social Enterprises and Social Entrepreneurship
(3 hours)
• NPLR 5810 Alliances, Partnerships and Mergers Among
hours)
In addition, the student chooses elective courses offered in
this major and/or from the program curricula of other George
Herbert Walker School of Business & Technology majors, or
approved courses from outside the Walker School of Business
and Technology.
Admission
requirements.
Webster University
St. Louis, MO 63119
Nurse Anesthesia (MS)
Program Description
The master of science (MS) in nurse anesthesia program
prepares students for expertise in the art and science of
anesthesia. Nurse anesthesia is an evolving profession, sensitive
to the needs of society and the profession. Individuals develop
this expertise through a holistic and complex integration of
affective, cognitive, and psychomotor skills. The philosophy of
Webster University's nurse anesthesia program is that graduate
education is fundamental to preparation for practicing as a
certified registered nurse anesthetist.
Webster University also believes that the profession of anesthesia
requires a scientific and dynamic approach to assist in the
return to health. The professional nurse anesthetist provides a
variety of health services to individual patients and underserved
communities using a variety of theories. The practice of
anesthesia involves assessment, planning, implementation,
directing, and evaluating the care process. The practice of nurse
anesthesia is founded in a long tradition with numerous activities
of the nurse anesthesia profession directed toward disease
prevention, health maintenance, restoration, and rehabilitation.
Strong moral, ethical, and legal codes are fundamental to the
practice of nurse anesthesia. These codes are reflected in
internal, external, independent, and interdependent behaviors.
Education at the graduate level is an expansion of the knowledge
attained from undergraduate studies. Graduate education at
Webster University encourages the development of advanced
skills, theoretical knowledge, and critical thinking skills to
practice the art and science of anesthesia. The art and science
of anesthesia are dynamic and require continued educational
endeavors to stay abreast of current theory. Therefore, the nurse
anesthetist must recognize the need to enhance one's knowledge
and improve one's skills as a lifelong endeavor in the discipline of
nurse anesthesia. The curriculum spans 2 1/2 years of continuous
enrollment.
Learning Outcomes
Upon completion of the program the students should be able to:
155
Degrees
The goal of the nonprofit leadership degree is to prepare nonprofit
professionals to deal with the complexities and challenges of
managing a nonprofit organization in today’s “new normal”
business environment. The program content is designed to
promote a holistic business-focused nonprofit management
thinking process among students and develop real-world
nonprofit business skills that emphasize both the organization’s
mission and the business of leading a self-sustaining nonprofit
organization. Courses deliver both practical and theoretical
considerations to address the needs of nonprofit professional and
the organizations they work in. The degree requires satisfactory
completion of 25 credit hours of required courses and 12 credit
hours of graduate electives for a total of 37 credit hours.
• NPLR 6210 Integrated Studies in Nonprofit Leadership (3
hours)
degrees
Professional Outcomes:
• Discuss and define the Scope of Practice of the CRNA.
• Discuss current issues pertaining to the practice of nurse
anesthesia.
• Demonstrate professional attributes through attendance
and participation in local, state, and national professional
organizational meetings and events.
• Demonstrate strong ethics and personal integrity in all
professional pursuits to include the delivery of quality and
safe anesthesia to the communities served.
• Maintain AANA Associate membership until certification is
obtained.
• Demonstrate professional behaviors in the classroom, clinical
settings, and organizational activities.
Didactic Outcomes:
• Develop a strong and comprehensive knowledge base
necessary for the safe and effective delivery of anesthesia
evidenced by academic progression with a B or better
average.
• Demonstrate requisite knowledge of content learned as
evidenced by bi-annual Self Evaluation Examination (SEE)
scores at or above median range for year in program.
• Propose, develop, complete, and defend a research thesis
demonstrating a thorough understanding of the research and
scientific method.
• Pass the National Board Certifying Exam for Certified
Registered Nurse Anesthetists.
Clinical Outcomes:
• Advocate for patient safety at all times.
• Perform a thorough preanesthetic assessment and physical
examination.
• Develop an anesthesia care plan based on reported patient
health conditions and physical exam.
• Perform relevant patient and family teaching.
• Obtain informed consent for anesthesia services.
• Administer and manage a variety of anesthetic techniques, to
include MAC, regional, and general anesthetic techniques.
• Provide advanced airway management skills.
• Safely emerge patient from the anesthetic and transport to
the Post Anesthesia Care Unit (PACU).
• Transfer care to PACU staff.
• Recognize and manage any post anesthetic conditions in
PACU.
• Maintain accurate record keeping of anesthetic experience.
•
• BIOL 5200 Advanced Anatomy and Physiology I, including
lab (3 hours)
• BIOL 5300 Advanced Anatomy and Physiology II, including
lab (3 hours)
• BIOL 5320 Advanced Anatomy and Physiology III, including
lab (3 hours)
• BIOL 5250 Biostatistics for Nurse Anesthesia (3 hours)
• BIOL 6255 Cell Biology (3 hours)
• BIOL 6650 Developmental Biology (1 hour)
• BIOL 5780 Genetics (1 hour)
• BIOL 5800 Introduction to Research (2 hours)
• BIOL 6500 Immunology (2 hours)
• BIOL 6600 Microbiology (2 hours)
• BIOL 6640 Microbiology II (2 hours)
• BIOL 6460 Neuroendocrinology (3 hours)
• BIOL 5900 Pathophysiology I (3 hours)
• BIOL 6100 Pathophysiology II (3 hours)
• BIOL 5700 Pharmacology I (3 hours)
• BIOL 6000 Pharmacology II (3 hours)
• BIOL 6200 Pharmacology III (3 hours)
Required Nurse Anesthesia Courses
•
•
•
•
•
•
•
•
•
•
•
•
•
BIOL 5400 Introduction to Anesthesia (3 hours)
BIOL 5410 Advanced Physical Assessment (3 hours)
BIOL 5450 Basics of Anesthesia (3 hours)
BIOL 5500 Principles of Anesthesia I (3 hours)
BIOL 6270 Principles of Anesthesia II (3 hours)
BIOL 5510 Anesthesia Concepts I (2 hours)
BIOL 5550 Anesthesia Concepts II (2 hours)
BIOL 5570 Anesthesia Concepts III (2 hours)
BIOL 5580 Anesthesia Concepts IV (2 hours)
BIOL 5960 Seminars in Anesthesia I (0 hours)
BIOL 6050 Seminars in Anesthesia II (0 hours)
BIOL 6160 Seminars in Anesthesia III (0 hours)
BIOL 6260 Seminars in Anesthesia IV (0 hours)
Required Nurse Anesthesia Clinical Courses
• BIOL 5600, BIOL 5760, and BIOL 5770 Clinical Experience I,
II, and III Beginning Level (3 hours)
• BIOL 6220, BIOL 6230, BIOL 6240, BIOL 6280, and
BIOL6290 Clinical Experience IV, V, VI, VII, and VIII
Intermediate Level (5 hours)
• BIOL 6420, BIOL 6430, BIOL 6440, and BIOL 6450 Clinical
Experience IX, X, XI, and XII Advanced Level (4 hours)
Required Thesis Courses
• BIOL 6310/6320/6330/6340/6350/6360/6370/6380 Research/
Thesis Project I-VIII (8 hours)
Clinical Education Partners
Requirements
Sites for beginning level (first year) clinical experiences may
include DePaul Health Center, Des Peres Hospital, St. Clare and
the Veteran's Affairs Medical Center.
Enrollment in all nurse anesthesia courses requires admission
to the nurse anesthesia program. Completion of the courses will
occur in the sequence prescribed by the program for the cohort
group in which the student is enrolled.
Students in this program are subject to the policies and
procedures for graduate studies for Webster University and the
nurse anesthesia program.
Nurse anesthesia residents may obtain clinical experiences at the
intermediate (second year) and advanced (third year) levels at
any of our affiliated institutions. They include Cardinal Glennon
Children's Hospital, DePaul Health Center, Des Peres Hospital,
Memorial Hospital Jefferson, Lake Regional Hospital, Missouri
Baptist Medical Center, Phelps County Regional Medical Center,
St. Clare Hospital, and the Veteran's Affairs Medical Center.
Program Curriculum
Academic Performance
Students must earn a minimum cumulative GPA of 3.0 during the
course of graduate study, and are permitted only 1 course grade
of "C".
91 hours
Enrollment requires admission to the nurse anesthesia program or
special permission of the Program Director.
Graduate students enrolled in the nurse anesthesia program must
maintain continuous enrollment, or request special permission
from the Program Director.
• CHEM 5500 Biochemistry (3 hours)
• PHYS 5500 Physics for Anesthesia (2 hours)
156
degrees
Students should refer to the Nurse Anesthesia Resident-Faculty
Handbook for policies regarding academic warning, probation
and dismissal.
Admission
should also see the Admission Section in this catalog for general
requirements.
• Completed application files will be reviewed by the Nurse
Anesthesia Department.
• Selected students will be invited on campus for a personal
interview.
• The Nurse Anesthesia Program admits up to 20 students
each admission cycle.
• Students are required to submit a deposit to secure their
position in the class.
Nursing (MSN)
Requirements for admission to the nurse anesthesia program
include:
Application Process
Submit the following required documents:
•
• A completed application may be submitted at
webster.edu/apply.
• A non-refundable application fee.
• Official transcripts from all universities, colleges, and
professional schools.
• A one-page cover letter explaining why you have chosen
to pursue the nurse anesthesia field, including any
relevant information you would like the Admissions
Committee to consider regarding your qualifications as
an applicant.
• A current résumé.
• Current copies of certifications: BLS, ACLS (PALS,
CCRN if you have one).
• Two letters of reference that provide an assessment
of professional performance, continuing education,
and character traits. Request one assessment from an
immediate supervisor and one from a professional
• A CRNA shadow verification form (Download form here)
• Any additional supporting information you wish to
include, such as copies of certifications, awards, honors,
and/or publications within the past 2 years.
• A copy of your green card if you are a U.S. permanent
resident.
Office of Admission
Webster University
St. Louis, MO 63119
Program Description
The master of science in nursing (MSN) is designed for registered
nurses with a BSN who wish to pursue advanced knowledge
necessary for the professional roles of nurse educator or
nurse leader. In addition to specific courses relevant to nursing
leadership or education, students take core courses in nursing
theory, nursing research, policy and politics, population health,
organization and systems leadership, and quality and safety. All
students complete a synthesis project.
Graduates of the MSN program are prepared for positions in
nursing education or leadership roles in a variety of settings.
The program requires the completion of 36 credit hours for a
Nurse Leader focus or 42 credit hours for a Nurse Educator focus.
Courses are scheduled in an eight-week format. The MSN is
designed to be a part-time program that students can complete in
three years and is available at the St. Louis campus and select St.
Louis-area corporate partner sites.
Webster's MSN program is accredited by the Accreditation
Commission for Education in Nursing, 3343 Peachtree Road N.E.,
Suite 850, Atlanta, Georgia, 30326, 404-975-5000.
Learning Outcomes
Upon completion of the MSN program, students will be able to:
• Apply organizational and systems leadership skills to
promote quality health care.
• Apply quality and safety principles within an organization.
• Analyze evidence and research for improvement of practice.
• Evaluate information and health care technologies to
coordinate care.
• Apply knowledge of policy and advocacy strategies to
influence health and health care.
• Collaborate with other health professionals to coordinate
care.
• Apply prevention and population health concepts to
implement culturally relevant care.
• Integrate advanced knowledge and skills in a practice role.
Program Curriculum
The following core courses must be completed for the MSN:
• NURN 5000 Theoretical Foundations of Advanced Nursing*
(3 hours)
• NURN 5050 Policy and Politics in Nursing (3 hours)
• NURN 5550 Advanced Nursing Research (3 hours)
• NURN 5340 Population Health I (3 hours)
• NURN 5350 Population Health II (3 hours)
• NURN 5360 Organization and Systems Leadership (3 hours)
• NURN 5370 Quality and Safety in Healthcare (3 hours)
• NURN 6000 Integrated Studies in Nursing (3 hours)
*Requisite Course
157
Degrees
• Current RN license. Out-of-state applicants must obtain a
Missouri Nursing License once admitted into the program
• Bachelor's degree in nursing or a bachelor's degree in a
non-nursing program from a fully accredited college plus a
nursing degree. Prior coursework in organic chemistry and
physics is strongly recommended
• A cumulative GPA of 3.0 on a 4.0 scale for undergraduate
studies or evidence of outstanding post-graduation academic
achievement
• Competitive applicants will have core science classes
including organic chemistry and/or biochemistry. Physics is
strongly recommended
• A minimum of one year of experience in an acute care setting
as a professional registered nurse (two years preferred in an
adult ICU setting)
• Current ACLS and BLS certification (PALS and CCRN
certification strongly recommended)
• Accepted applicants must provide a clean drug screen
• A personal interview
• Applicants offered an interview must submit a criminal
background check
degrees
In addition, the MSN-seeking student must complete one of the
following focus areas:
Educator Focus
Students selecting this option must complete the following
courses:
• NURN 5210 Instructional Methods in Nursing (3 hours)
• NURN 5220 Curriculum Development and Evaluation (3
hours)
• NURN 5380 Pathophysiology, Pharmacology, and Advanced
Assessment for Nurse Educators I (3 hours)
• NURN 5390 Pathophysiology, Pharmacology, and Advanced
Assessment for Nurse Educators II (3 hours)
• NURN 5230 Teaching Practicum in Nursing I (3 hours)
• NURN 5240 Teaching Practicum in Nursing II (3 hours)
Leader Focus
Students selecting this option must complete the following
courses:
•
•
•
•
NURN 5410 Leadership in Nursing (3 hours)
NURN 5420 Financial Issues for Nurse Leaders (3 hours)
NURN 5440 Leadership in Nursing Practicum I (3 hours)
NURN 5450 Leadership in Nursing Practicum II (3 hours)
Requirements
• Completion of an undergraduate statistics course with a
grade of C or better;
• A minimum of one year of clinical experience in nursing;
• Completion of the online application, along with the
application fee and official transcripts from all colleges,
universities, and schools of nursing;
• Three academic and/or professional recommendations using
the MSN Recommendation Form
• A curriculum vitae describing scope, responsibilities, and
function of all work experience;
• A brief essay (500 words or less) clearly describing the
applicant’s educational and professional objectives for
graduate study;
• A personal interview with a nursing faculty member.
Special consideration may be given to graduates of BSN
programs without specialty accreditation, to students with
extraordinary professional accomplishments, or to students whose
academic records show marked improvement in the later years of
college or professional studies.
Office of Admission
Webster University
St. Louis, MO 63119
OR submit electronically at gadmit@webster.edu
The student in this graduate program is subject to the policies and
procedures for graduate studies and the MSN program.
Students in the MSN program must maintain continuous and
consecutive enrollment in this program at Webster University.
Students who do not enroll for three or more consecutive eight- or
nine-week terms will be withdrawn from the program. The student
may request a waiver of this requirement.
Procurement and
Acquisitions Management
(MA)
Practicum Evaluation
In courses with a clinical/practicum component, students must
receive a grade of “Satisfactory” in the clinical/practicum portion
to pass the course. Unsatisfactory completion of the clinical/
practicum component of the course results in automatic failure of
the course.
Admission
requirements.
Program Description
The curriculum is designed to provide a broad theoretical and
applied background in the managerial disciplines required to
manage effectively the development, procurement, contracting,
and channeling of material, services, and major systems.
Admission to the MSN program is based on intellectual capacity,
academic record, professional performance, clarity of goals,
initiative, and other qualities appropriate to graduate study in
nursing. These qualities are difficult to measure in absolute terms,
and the decision to offer admission is based on appraisal of the
total application record.
The specific requirements for admission to the MSN program are
as follows:
• A bachelor of science in nursing (BSN) accredited by the
National League for Nursing Accrediting Commission
(NLNAC), Accreditation Commission for Education in Nursing
(ACEN), or Commission on Collegiate Nursing Education
(CCNE);
• Current licensure as a registered nurse in the United States
and eligibility for licensure in Missouri;
• A minimum cumulative undergraduate GPA of 3.0 on a 4.0
scale;
158
The MA in procurement and acquisitions management
is accredited by the Accreditation Council for Business Schools
and Programs (ACBSP).
facts, concepts, principles, analytic techniques, and
theories used in the field of procurement and acquisitions
management.
and theories used in the field of procurement and acquisitions
important facts, concepts, principles, and theories in the
field of procurement and acquisitions management when
developing solutions to multifaceted procurement and
degrees
acquisitions management problems in complex factual
situations.
Program Curriculum
procurement and acquisitions management:
• PROC 5000 Procurement and Acquisitions Management
• PROC 5810 Acquisitions Law (3 hours)
• PROC 5820 Operations Management (3 hours)
• PROC 5850 Logistics (3 hours)
• PROC 6000 Integrated Studies in Procurement and
Acquisitions Management (3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Psychology with an
Emphasis in Counseling
Psychology (MA)
Program Description
The mission of the MA in psychology with an emphasis in
counseling psychology program is to provide its participants
with the knowledge and skills necessary to become competent
in counseling psychology through academic and experiential
learning. The program aims at educating future psychologists
who have sound knowledge of the theory and practice of
counseling psychology, who are competent consumers and
creative producers of social science research, who are competent
in counseling practice, and who are ethical and sensitive to the
cultures, values, and worlds of various clients.
Viewing research and practice as interdependent and mutually
supportive, the MA in psychology with an emphasis in counseling
psychology program is based on the scientist-practitioner
training model. The program is committed to both (1) preparing
counseling psychologists for advanced doctoral studies in
This degree is offered at Webster's Leiden and Vienna
campuses only
To qualify as a professional psychologist or psychotherapist, a
student may be required to complete additional education and
licensure proceedings, depending on the national requirements of
the country in which he/she wishes to work. For example:
• To qualify as a professional psychologist in Austria, students
must have both a bachelor and master degree in psychology.
To qualify as a psychotherapist in Austria, students must
complete the Propaedeutikum (to which the Webster
Psychology MA courses contribute) and the Fachspezifikum.
• To qualify as a professional psychologyst in The Netherlands,
students must have both a bachelor and a master degree
in psychology. To qualify as Gezondheidszorg Psycholoog
(professional psychologist) in The Netherlands, further postmaster's level training is necessary.
• Within the United States, the ability to become a licensed
counselor (LPC/LMHC/LCPC) is regulated by state licensure
boards. Depending on the state, students may be required
to complete further clinical supervised training; pass a
nationally-normed, field-related examination (NCE and/or
NCMHCE); pass a jurisprudence exam in some states, and
may need to complete further focused coursework depending
on the state after completion of the Counseling Psychology
MA. Required exams, additional focused coursework, and/
or number of required clinical supervised training hours
following degree completion is dependent on the state in
which the graduate pursues licensure. For delineation of
individual state requirements, consult the appropriate agency
in the state in which you wish to work.
Learning Outcomes
Upon successful completion of the program, students will be able
to:
• Explain the main approaches to counseling and
psychotherapy and the role of the therapeutic relationship.
• Describe important theories of human development and
examine their significance to counseling psychology.
• Discuss the major categories of psychological disorders
and use this knowledge to assess and diagnose
psychopathology.
• Describe the mechanisms of action for a variety of
psychopharmacological agents and evaluate the role of
psychopharmacology in counseling psychology.
• Describe the importance of professional ethics and
demonstrate how ethical standards and legal requirements
are relevant to the practice of counseling and psychotherapy.
• Administer and interpret various widely-used psychological
tests.
• Construct the appropriate research design, collect data, and
implement the necessary statistical techniques to answer
research questions relevant to counseling psychology which
add to the discipline.
• Demonstrate practical counseling skills that can be applied
to individuals and groups to address a broad range of issues
and settings.
• Integrate theory, experience, behavioral observation, and
analysis to systematically enhance counseling knowledge
and skills.
• Evaluate the appropriateness of various counseling
approaches to the different cultures, values, and world-
159
Degrees
psychology and (2) providing training and experience that
prepare students for practice. Its goal is to train psychologists
who have a sound knowledge of the bases of counseling and
psychotherapy. Adopting a multicultural perspective, the program
also emphasizes the importance of multicultural competence in
both research and practice.
degrees
views of various clients and thereby choose appropriate
approaches.
• A personal interview with senior program faculty members
prior to admission decision.
Curriculum
48 Required Credit Hours
Vienna Students:
The 48 credit hours required to complete the MA in psychology
with an emphasis in counseling psychology program are
distributed as follows:
• PSYC 5000 Bases of Counseling Psychology (3 hours)
• PSYC 5100 Approaches to Counseling and Therapy (3
hours)
• PSYC 5200 Advanced Developmental Psychology (3 hours)
• PSYC 5300 Psychopathology (3 hours)
• PSYC 5400 Research Design (3 hours)
• PSYC 5500 Assessment (3 hours)
• PSYC 5600 Group Processes and Group Therapy (3 hours)
• PSYC 5700 Psychopharmacology (3 hours)
• PSYC 5800 Ethical and Legal Foundations (3 hours)
• PSYC 5900 Applied Statistics and Research Methods (3
hours)
• PSYC 6000 Special Topics in Counseling Psychology (3
hours)
• PSYC 6100 Master’s Thesis (6 hours)
• PSYC 6200 Practice and Supervision (3 hours)
• PSYC 6300 Internship (6 hours)
Special Requirements
The student is subject to the policies and procedures for graduate
studies found within this catalog. As stated in the academic
policies and procedure guidelines, the MA in psychology with
an emphasis in counseling psychology is excluded from dual
major and sequential degree options. Courses in the program
are available only to those admitted to the MA in psychology
with an emphasis in counseling psychology program unless
permission is granted by the instructor and/or the department. All
non-degree seeking students must meet program prerequisites.
Seek advisement for appropriate course selection.
Admission
requirements.
• A Bachelor’s degree in psychology from a recognized
university as stated in the Admission Section located at the
front of this catalog or equivalent.
• A cumulative GPA of a 3.0 from the applicant's
undergraduate degree granting institution
• Completion of undergraduate coursework in the following
areas: (1) Introductory or General Psychology, (2) Statistics,
(3) Research Methods or Experimental Psychology
• Preference in the admission process will be given for
applicants demonstrating completed coursework in the
following areas: (1) social psychology, (2) biological
psychology, neuropsychology or physiological psychology,
(3) personality theory, (4) human development or
developmental psychology, (5) abnormal psychology
• Submission of a curriculum vitae that includes prior
employment and related experience
• Submission of two letters of recommendation from persons
familiar with applicant's professional and academic
experience, and one academic reference
• A personal statement of approximately 600 words describing
the applicant’s academic and professional goals, and
reasons for applying for the program
• Official English Language proficiency results as stated in the
Admission Section found in the front of this catalog
160
Admissions Office
Webster University
Berchtoldgrasse 1
1220 Vienna
Austria
Leiden Students:
Admissions Office
Webster University
Boommarkt 1
2311 EA Leiden
The Netherlands
Program Description
The master of arts (MA) degree in public relations is intended for
students who have an interest in public relations.
The degree balances the practical application of public relations
skills with the theory that informs the field. The program will give
students insights into how entrepreneurship, ethical frameworks,
and globalization provide key components shaping the current
practice of public relations. The program is designed to give
students the insights necessary to pursue a career in public
relations or a related field.
offered.
Learning Outcomes
• Design and perform public relations research and understand
research findings in order to solve an organization's
communications problems
• Demonstrate strategic-level analysis and critical thinking with
an understanding of the effects of globalization and while
following ethical models
• Review trends and anticipate implications for future
communications needs and challenges
• Develop an understanding of how entrepreneurship, teambuilding, and leadership affect the practice of public relations
Program Curriculum
The 36 credit hours required for the MA in public relations must
hours)
• PBRL 5322 Public Relations (3 hours)
• PBRL 5342 Writing for Public Relations (3 hours)
or PBRL 5344 Speech Writing (3 hours)
degrees
•
•
•
•
PBRL 5380 Strategic Communication Applications (3 hours)
MEDC 5460 Media Research (3 hours)
MEDC 6000 Seminar in Media Communications (3 hours)
Elective Courses
following:
Students may substitute appropriate 4000-level courses for
electives in this program with the approval of the student's
advisor and the director of Graduate Studies for the School of
Communications.
School of Communications academic advisor to create a program
plan to chart progress through the curriculum in this degree
program.
Admission
requirements.
Webster University
St. Louis, MO 63119
Reading (MA)
The MA in reading fits into the unit’s overarching goals of
developing knowledgeable learners, informed instructors,
reflective collaborators, and responsive educators. It is designed
for teachers K-12 who want to increase their expertise in teaching
reading or become master reading teachers, reading specialists or
literacy coaches. Individuals who work in literacy within agencies
or colleges may pursue the MA, also.
Coursework within the reading MA, built upon cognitive, socioconstructivist and socio-cultural theories in language and
literacy learning, integrates all aspects of literacy including
reading, writing, thinking, listening, speaking, and viewing. The
program is aligned with both state and national standards for the
reading teacher and specialist/literacy coach role. It is nationally
recognized by International Literacy Association. Candidates
engage not only in diagnostic teaching to develop strategic
readers, but they learn to teach for critical literacy to develop
responsive readers.
Learning Outcomes
The following are learning outcomes for this major:
• develop a strong knowledge base in foundations of literacy
and the reading process
• learn about and be able to demonstrate and use best
practices drawn from theory and research
• become proficient in using a wide range of methods and
materials, including visual media and technology, to meet
needs of diverse learners
• employ formal and informal assessments to identify strengths
and needs of all learners and to inform teaching of whole
group, small group and individual students
• become effective in creating positive literacy environments to
motivate and engage all learners
• collaborate with teachers, school leaders, families and the
community to enrich or reform practices
• serve as a coach or supervisor to support excellence in
teaching reading and as a leader to develop and support
reading initiatives
• engage in self-reflection and assessment for ongoing
professional development
Requirements
All reading majors take the following required courses:
Core Courses
• COMM 5280 Written Communication (3 hours)
• READ 5190 Language Development and Acquisition (3
hours)
• READ 5777 Literacy Coaching (3 hours)
• READ 5800 Applied Research (3 hours)
Reading Coursework
• READ 5860 Review of Reading Research (3 hours or
equivalent)
• READ 5910 Investigations in Reading: Primary (3 hours)
• READ 5188 Comprehension Strategies (3 hours)
• READ 5940 Investigations in Reading: Grades 6-12 (3 hours)
Clinical Coursework
• READ 5950 Diagnosis and Correction of Reading Problems
(3 hours)
• READ 5970 Practicum in Diagnosis of Reading Problems (3
hours)
• READ 5980 Practicum in Remediation of Reading Problems
(3 hours)
161
Degrees
• ADVT 5321 Advertising Decision-Making (special
prerequisites) (3 hours)
• MEDC 5300 Strategic Communications (3 hours)
• MEDC 5345 Writing for Media Communications: Journalism
(3 hours)
• MEDC 5500 Professional Seminars (1-3 hours)
• MEDC 5550 Topics in Media Communications (3-6 hours)
hours)
• NPRO 5100 Written Storytelling (3 hours)
• PBRL 5323 Organizational Communications (3 hours)
• PBRL 5342 Writing for Public Relations (if not used as a core
course) (3 hours)
• PBRL 5344 Speech Writing (if not used as a core course) (3
hours)
• PBRL 5451 Communication Strategies for Investors and
Financial Stakeholders (3 hours)
• PBRL 5452 Communication Strategies for Public Affairs and
Government Relations (3 hours)
• PBRL 5465 Crisis Management Communications (3 hours)
• PBRL 5550 Topics in Public Relations (3-6 hours)
• PBRL 5770 Multinational Public Relations (3 hours)
Program Description
degrees
If candidates have extensive experience and prior graduate
coursework in a specific area, advisors may approve alternatives,
such as READ 5870 Supervision of Reading Programs. Students
may transfer up to 6 credit hours of prior graduate work not used
for another degree. A total of 33 credit hours are required for
completion of the program. A sequential MA in Reading is offered
as a second master's degree consisting of 21 hours of Reading
coursework.
Special Reading Certification
A valid Missouri teacher’s certificate and two years of classroom
teaching experience are needed before Special Reading
Certification, K-12, can be granted through Missouri’s Department
of Elementary and Secondary Education. Coursework embedded
within the MA in Reading can count toward the Special Reading
Certification and includes 21 hours of required coursework:
• Three reading methods courses (READ 5910; 5188; 5940) (9
hours)
• Diagnosis and correction of reading problems (READ 5950)
(3 hours)
• Language acquisition and development (READ 5190) (3
hours)
• Practicum in diagnosis of reading problems (READ 5970) (3
hours)
• Practicum in remediation (READ 5980) (3 hours)
Thus, for candidates who choose this option, many of the courses
in the reading major will also fulfill state requirements.
Additional courses for the state certification may have been
taken in the undergraduate program or can be taken at the
undergraduate or graduate level at Webster. These include:
•
•
•
•
•
•
Child Psychology (3 hours)
Adolescent Psychology (3 hours)
Psychology of the Exceptional Child (3 hours)
Behavior Management Techniques (3 hours)
Counseling Techniques (3 hours)
Psychoeducational Assessment or Evaluation of Abilities and
Achievement (3 hours)
Following admission and after an initial meeting with the
coordinator of the Reading Program, students interested
in pursuing Special Reading Certification should have their
transcripts evaluated by the Webster University Certification
Office for prior coursework. Reading faculty members serve as
mentors/advisors throughout the program.
After successfully completing 12 credit hours within the major,
all MA degree-seeking students are required to be advanced to
candidacy.
Admission
requirements.
institution.
Webster University
St. Louis, MO 63119
162
School Systems,
Superintendency and
Leadership (EdS)
Vision
To develop exemplary leaders for tomorrow's world.
Mission
To provide academic rigor, pragmatic experiences and
opportunities for individuals to become courageous leaders who
are responsive to the diverse needs of the global community.
Goals
and model scholarship and lifelong learning skills.
effective teaching, learning, and leadership based on sound
theory and practice and ethical decision-making to create
an optimal learning environment.
3. The educational leader/candidate/graduate will reflect upon
his/her own practice in order to become an agent of change
in classrooms, schools and communities
respect for and participate in a diverse community of global
learners including students, teachers, colleagues and
families.
This program is available online.
Dispositions
The manner in which an individual behaves (his or her
dispositions) has a global impact. ELCC Standards stipulate three
foundational dispositions that subsume all others. If one acts with
integrity, fairness, and ethically then one will be able to promote
success of all students in our global community.
Candidates who complete the program are prepared to be
educational leaders who have the knowledge and ability to
promote the success of all students by acting with integrity, fairly,
and in an ethical manner.
• 5.1 Acts with Integrity
• 5.2 Acts Fairly
• 5.3 Acts Ethically
Program Description
The Education Specialist (EdS) provides many opportunities for
those who wish to increase their knowledge and skills beyond
the master’s level. Coursework, action research, and internship
experiences enable students to develop and demonstrate
competencies required to move from a specific focus in teaching,
curriculum, or support services in schools to the broader view
of the educational leader in the community. The EdS program
encourages educators to think outside the box, seek solutions to
challenges in schooling, to make the world different, and find the
courage to do what is best for all students.
Students wishing to combine the EdS program with the
certification program must work with their advisor and EdS faculty
to meet certification requirements and document performance.
Students in the school systems superintendency and leadership
major can work toward a superintendent certificate. After
successful completion of state-required assessment activities,
students can apply for administrative certification.
degrees
Admission
The EdS requires satisfactory completion of 38 credit hours of
curriculum. Students seeking administrative certifications must
also hold valid teacher certification for the appropriate grade level
or specialty area. Students seeking an out-of-state certificate must
con-tact their State's department of elementary and secondary
education for information on requirements for administrative
certificates. Some states require students to complete the entire
program at one university before issuing certification. Some states
also require that you must complete the entire Ed S program
before certification will be granted. Please check with your
state's Department of Elementary and Secondary Education for
certification requirements.
requirements.
EdS students are required to demonstrate graduate level writing
skills. Students who are unable to do so will be required to seek
assistance for every writing assignment at Webster University's
Writing Center.
The following courses are required for the EdS in School
Systems, Superintendency and Leadership:
• SSSL 6019 School Systems, Superintendency and
Leadership: Educational Foundations (3 hours)
• SSSL 6020 Research I (2 hours)
• SSSL 6021 Research II (2 hours)
Leadership: Special Education Law and Legal Issues (3
hours)
must be taken with Internship 6136
• SSSL 6024 School Systems, Superintendency, and
Leadership: Law (2 hours)
Leadership: Administration (3 hours)
Leadership: Finance/ Management (2 hours)
Leadership: Personnel Administration (2 hours)
Leadership: Facilities(1 hour)
Leadership: Curriculum (2 hours)
Leadership: Supervision (2 hours)
• SSSL 6031 Seminar in School Systems, Superintendency
and Leadership: School and Community Relations (2 hours)
• SSSL 6032 Seminar in School Systems, Superintendency
and Leadership: Issues/ Politics (2 hours)
• SSSL 6123 Action Research Internship Step One (2 hours)
• SSSL 6133 Action Research Internship Step Two (2 hours)
• SSSL 6134 Optional Topics for Internship I: Dispositions (2
hours)
• SSSL 6135 Optional topics for Internship II: Diversity (2
hours)
• SSSL 6136 Special Education Internship (2 hours)
Applications for the School Systems, Superintendency and
Leadership Program are accepted throughout the year. Students
begin their program by taking SSSL 6123, which is offered each
Spring and Fall semester.
The applicant will submit the following credentials to the
coordinator of the EdS program:
• Completion of a master's degree in education or a related
field, such as social work, business, or communications.
3.0 GPA.
coursework
associates.
• Essay: How will you demonstrate and hope to continue
to demonstrate the dispositions of ethics, integrity, and
fairness (stipulated by the ELCC and NCATE) as a future
administrator?
Webster University
Office of Admission
St. Louis, MO 63119
The student is advanced to candidacy upon the successful
completion of the advancement packet. The timeline for
advancing to candidacy is after successful completion of the
first 6 hours and before completion of 12 hours. Completing the
Advancement to Candidacy packet is the student's responsibility.
The packet must be completed at this time in order for the student
to continue to take courses. The advancement to candidacy
information may be found online.
Science Management and
Leadership (MS)
Program Description
The master of science (MS) in science management and
leadership is designed for professional scientists and engineers
who are advancing in their careers in management and leadership
roles. The program aims to provide these professionals with
competencies in project management, leadership, regulatory
and quality affairs, intellectual property, business law, finance,
marketing, communications, and ethics. The program will provide
opportunities for mentoring and networking experiences.
at the Westport campus.
163
Degrees
The EdS program consists of a prescribed curriculum that
includes coursework, internships, and a capstone course. This
course includes a formal review of the student's portfolio of
documented competencies or other faculty-approved methods of
documenting established competencies
degrees
Learning Outcomes
• Compose and present written and verbal information clearly
and effectively to a variety of audiences.
• Discuss the role of ethical standards in business and
leadership.
• Demonstrate the ability to work in teams, resolve conflict,
and lead to achieve common goals.
• Formulate the role of marketing, finance, and budgeting
in the process of product development for science-based
operations.
• Formulate the role intellectual property in science-based
operations.
• Construct and evaluate project plans in accordance with
regulatory and qualitative affairs standards for science-based
operations.
Program Curriculum
The 36 credit hours required for the MS in science management
and leadership must include the following courses:
• SCML 5050 Communication for Professional Science
Management and Leadership (3 hours)
• SCML 5590 Ethics and Social Responsibility in Science
• PATA 5120 Foundations in Intellectual Property Law (3
hours)
• SCML 5700 Marketing and Comparative Analysis for Science
• SCML 5800 Project Management (3 hours)
• SCML 5850 Regulatory and Qualitative Affairs for Science
• SCML 6000 Practical Application in Science Management
and Leadership (3 hours)
In addition, the student chooses the remaining required credit
hours from elective courses offered in this major and/or from the
program curricula of other majors.
Dual Degree Option: MBA/SCML
and 8 required core courses (22 credit hours) in the master of
business administration (MBA), one course (3 credit hours) that is
SCML students will substitute FINC 5000 Finance for BUSN 5200
Basic Finance for Managers. The required courses for the dual
degree option are listed below.
MBA/SCML Dual Degree Curriculum
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•
164
BUSN 5760 Applied Business Statistics
BUSN 6070 Management Accounting
BUSN 6110 Operations and Project Management
BUSN 6120 Managerial Economics
BUSN 6200 Strategy and Competition
FINC 5000 Finance
FINC 5880 Advanced Corporate Finance
MNGT 5590 Organizational Behavior
MNGT 5990 Corporate Responsibility and Society
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or SCML 5590 Ethics & Social Responsibility in Science
MRKT 5000 Marketing
or SCML 5700 Marketing & Comparative Analysis for
PATA 5120 Foundations in Intellectual Property Law
SCML 5050 Communication for Professional Science
SCML 5800 Project Management
SCML 5850 Regulatory Affairs for Science Management and
Leadership
SCML 6000 Practical Application in Science Management
and Leadership
WSBT 5000 Career Success for the 21st Century
Admission
requirements.
Office of Admission
Webster University
St. Louis, MO 63119
Secondary School
Education (MAT)
Program Description
The MAT in secondary school education degree program at
Webster University, provides candidates with a strong foundation
in content knowledge and early adolescent development.
It is centered around contemporary design-based research
principles with a focus on how students learn within inquiry based
environments. This degree emphasizes practices associated with
of inquiry based learning, differentiated instruction, and culturally
responsive teaching.
This graduate degree program is designed to lead to initial
Missouri Teacher Certification in Secondary School Education.
Please note that certifications for Art, French, German,and
Spanish are for grades K-12
1.
2.
3.
4.
5.
6.
7.
8.
Art (K-12)
English (9-12)
French (9-12)
German (9-12)
Mathematics (9-12)
Social Studies (9-12)
Spanish (9-12)
Unified Science: Biology (9-12)
This graduate degree program is designed to provide the
Teacher Certification in Secondary School Education.
Learning Outcomes
The goals of the MAT in secondary school education are to
cultivate graduates who are:
degrees
Candidates in the Secondary School MAT will:
• understand, demonstrate, and apply in-depth knowledge of
their chosen discipline(s)
• embrace the synergy of collaborative learning
• understand how to guide students through a period of
significant developmental change as emerging adults
• develop curriculum and assessments based on the best
educational theory, practice, research, national, state, and
content standards
• motivate students to learn by implementing instruction based
on the developmental needs of adolescents
• apply the best academic, social, and technological tools to
address the needs of the 21st century learner
• demonstrate collaborative skills in working with colleagues,
students, and families in schools and communities to support
student learning
• recognize, appreciate, and respond to the needs of diverse
learners based on theory and research of developmental
sciences
• create a positive, productive learning community that
responds to the needs of individual learners
• celebrate and integrate the talents and cultures of each
student
The candidate should consult the Academic Policies section
of the catalog for Webster University policies regarding course
dismissal; transcripts, and graduation. Procedures for registration
Requirements for MAT Degree and Missouri
Initial Teacher Certification in Secondary School
Education (Grades 9-12)
Certification Hours
To achieve Missouri state certification in Secondary School
Education, students are required to take more than 33
credit hours of courses in addition to 13 credit hours of field
experiences.
evaluation the certification officer will identify the exact number of
credit hours that an MAT candidate will need in order to complete
courses will be identified from the student's transcripts. Using
this evaluation, an academic advisor in conjunction with the
for the student.
Background Checks
experiences are required to earn the MAT degree in
secondary school education. Students are advised that initial
teacher certification in secondary education may require more
hours than are listed for the MAT degree program. Students must
consult an advisor in order to obtain a personalized program of
study.
Foundations
• CMAT 5015 Differentiated Instruction and Assessment (3
hours)
hour)
Methods
• CMAT 5170 Classroom and Behavioral Management (3
hours)
• COMM 5920 Teaching Reading & Writing in the Content
Area (3 hours)
• COMM 5187 Secondary Techniques (3 hours)
• COMM 5905 Reading Assessments and Interventions
Grades 6 - 12 (3 hours)
Content Methods – (based on certification content
area) (3 hours)
• Art - Elementary Art Methods (ART 3910)*
• Art - Secondary Art Methods (ART 4930)
• English - Methods of Teaching Secondary English (COMM
5540)
• Foreign Language - Foreign Language Methods (ILC 5180)
• Math - Methods of Teaching Secondary Math (MTHT 4460)
• Unified Science - Methods of Teaching Secondary Science
(SCIN 4060)
• Social Studies - Methods of Teaching Secondary Social
Studies (SOCS 5010)
* Certification requirement only. May not count toward the degree.
Clinical Experiences
Practicum
• CMAT 5104 Practicum: Secondary English(2 hours) or
• CMAT 5105 Practicum: Secondary Mathematics (2 hours) or
165
Degrees
State Assessments
degrees
• CMAT 5106 Practicum: Secondary Social Science (2 hours)
or
• CMAT 5107:Practicum: Secondary Unified Science: Biology
(2 hours) or
• CMAT 5108:Practicum: Art:K-12 (2 hours) or
• CMAT 5109:Practicum: French K-12 (2 hours) or
• CMAT 5110:Practicum: German K-12 (2 hours) or
• CMAT 5111:Practicum: Spanish K-12 (2 hours) and
• CMAT 5199:Secondary Seminar (1 hour)
Apprentice Teaching
• CMAT 5204: Apprentice Teaching: Secondary English (9
hours) or
• CMAT 5205: Apprentice Teaching: Secondary Mathematics
(9 hours) or
• CMAT 5206: Apprentice Teaching: Secondary Social Science
(9 hours) or
• CMAT 5207: Apprentice Teaching: Secondary Unified
Science: Biology (9 hours) or
• CMAT 5208: Apprentice Teaching: Art:K-12 (9 hours) or
• CMAT 5209: Apprentice Teaching: French K-12 (9 hours) or
• CMAT 5210: Apprentice Teaching: German K-12 (9 hours) or
• CMAT 5211: Apprentice Teaching: Spanish K-12 (9 hours)
and
• CMA T 5096 Apprentice Teaching Seminar (1 hour)
Total: 35 hours
hours)
• Supplemental content courses as determined by content
assessment taken in CMAT 5000
• Content area courses as required for initial state certification
Content Areas
Students choose one of the following content areas in which
to seek initial teacher certification. Students must maintain
a minimum GPA of 3.0 in their content area in order to be
recommended for certification.
Art – K-12: 30 hours
•
•
•
•
•
•
•
•
Art for the Elementary Grades (ART 3910)
Design
Drawing (COMM 5090)
Painting (COMM 5100)
Graphics (COMM 5400 Printmaking photography, serigraphy)
Ceramics (COMM 5250)
Sculpture (COMM 5560)
Fibers (COMM 5559 Papermaking, weaving, macramé, fiber
sculpture)
• History, Theory, Criticism in Visual Art (min. 3 credits)
• Art Electives
• COMM 5552 Multicultural Traditions in Art
• COMM 5551 Watercolors
• COMM 5510 Artists are Alive and Well
English: 33 hours
• 12 hours Composition, Rhetoric, Grammar:
• English Comp I (COMM 5280)
• English Comp II
• Teaching Writing (COMM 5199)
• Additional Composition Requirement (COMM 5347
Poetry Writing)
• 6 hours Study of the English Language
• Language, History, Planning, and Policy (COMM 5030)
• Introduction to Linguistics (COMM 5344)
166
• 6 hours American Literature (include ethnic unit and
adolescent unit)
• American Novel (COMM 5391)
• American Poetry (COMM 5392)
• American Short Story (COMM 5393)
• 6 hours English and/ or World Literature
• World Literature (COMM 5398)
• Poetry on the Planet (COMM 5399)
• Contemporary World Literature (COMM 5395)
• 3 hours English Methods
• 3 hours Young Adult Literature (COMM 5020)
Foreign Language (Spanish, French, German) – K-12
Thirty (30) semester hours in the Foreign Language to be taught,
or twenty-seven (27) semester hours plus two (2) or more earned
units of high school credit in that language.
Coursework should include the understanding and appreciation
of the foreign culture and civilization. Students must demonstrate
proficiency in the areas of listening comprehension, speaking,
reading, and writing by obtaining a written release from the
Department of International Languages & Culture.
Math: 36 hours
• 24 hours to include:
• Calculus & Analytic Geometry (min 9 hrs)
• Algebraic Structures (3 hours)
• Geometry (3 hours)
• Computer Science (3 hours)
• Electives from above: 6 hours
• A minimum of twelve (12) semester hours from at least three
(3) areas of Mathematics such as the following:
• History of Mathematics (3 hours)
• Structure of the Real Number System (3 hours)
• Number Theory (3 hours)
• Completion Calculus Sequence (3 hours)
• Probability and Statistics (3 hours)
• Computer Science (3 hours)
• Linear Algebra (3 hours)
Unified Science: Biology 50 hours
• 3 hours History/Philosophy of Science & Technology (PHIL
2330)
• 6 hours Biology (to include Zoology & Botany w/labs)
• 6 hours Chemistry w/labs
• 6 hours Physics w/labs
• 6 hours Earth Science (Geology & Meteorology)
• 3 credits Environmental Science (EFGS 5080, EFGS 5000,
EFGS 5260 [must be preapproved by faculty for relevance])
• 20 Additional hours in Biology to include: Zoology, Botany,
Genetics, Cell/Biochemistry, Microbiology, Anatomy &
Physiology, Ecology, Evolution
Social Studies: 39 hours
• 12 hours U.S. History (to include 18th, 19th, 20th Century)
(SOCS 5270, SOCS 5750)
• 9 hours World/European History (SOCS 5030, SOCS 5040,
SOCS 5280, SOCS 5430)
• 6 hours Political Science (to include U.S. and state
government) (SOCS 5690; SOCS 5430; SOCS 5000; SOCS
5690; SOCS 5790)
• 6 hours Behavioral/Social Sciences (including sociology,
anthropology, and psychology) (SOCS 5000)
• 3 hours Economics (SOCS 5250, EFGS 5740)
• 3 hours Cultural/Regional Geography (SOCS 5260)
Application and Eligibility to Secondary School
Practicum
Registration in a Secondary School Practicum must be approved
by the student's advisor by September 15 for Spring placement
degrees
and by February 15 for Fall placement. Applications for practicum
are completed through TK20. Directions are located on the School
of Education website. No late applications will be accepted. A
grade of B or higher is required for successful completion of the
practicum. Concurrent registration in CMAT 5199, Secondary
Seminar is also required.
Application to Apprentice Teaching: Secondary
School
Successful completion of Apprentice Teaching: Secondary School
is required to meet the graduation requirements of the MAT in
Secondary Education. Application and registration in apprentice
teaching must be approved electronically by the student's advisor
by September 15 for Spring placement and by February 15
for Fall placement. Applications for apprentice teaching are
completed through TK20. Directions are located on the School of
Education website. Students who are full-time paraprofessionals
or teachers in an approved educational setting may be eligible
to earn credit for Apprentice Teaching through an assessment
process.
Eligibility requirements for acceptance to Apprentice
Teaching
coursework until advanced to candidacy.
Space Systems Operations
Management (MS)
Program Description
The master of science (MS) degree-seeking student should
consult the Admission, Enrollment, and Academic Policies
sections for policies regarding application, admission, registration,
and the academic policies of Webster University.
In addition to the required core courses and the elective courses,
the following options may be components of the student's degree
program: master of arts (MA) degree professional seminars,
internship, thesis or project, and credit transferred into the degree
program. The student is limited to 3 credit hours of professional
seminars and two issues courses.
Students may not apply for dual majors because of the technical
nature of the MS degree program.
This program is offered at a number of campuses in the United
States. Please see the Campus Locations section of this catalog
for a full list of campuses and the programs they offer.
Admission
requirements.
institution
• B- or better in college-level mathematics
• B- or better in college-level composition
Office of Admission
Webster University
St. Louis, MO 63119
program.
The MS in space systems operations management is
Programs (ACBSP).
used in the field of space systems operations management.
and theories used in the field of space systems operations
of space systems operations management when developing
solutions to multifaceted space systems operations
management problems in complex factual situations.
Emphasis Areas
The MS in space systems operations management is designed to
prepare individuals for positions in the public and private sectors
of the space industry.
The space systems engineering and technical management
emphasis enables the student to understand the environment,
technology, and complexities of space operations and to apply
quantitative and qualitative approaches to planning, executing,
167
Degrees
courses for initial teacher certification in Secondary School
Education.
2. Students must have successfully completed the appropriate
Secondary School Practicum with a grade of B or higher.
3. Students must have passed the state-required Content
Area Exam with a score equal to or greater than the
Missouri qualifying score prior to Apprentice Teaching
Orientation. Students should talk to their advisor or
the teacher certification professionals at Webster
more information)
degrees
and managing programs in the global environment of the space
industry.
The space systems acquisitions and program management
emphasis prepares individuals to handle space-related contracts
and unique aspects of space systems acquisitions including
software, hardware, personnel resources, budgeting, and risk
mitigation.
Program Curriculum
The 40 credit hours required for the MS degree must include the
following core courses for a major in space systems operations
management with an emphasis in space systems engineering
and technical management or with an emphasis in space systems
acquisitions and program management:
Core Courses
Engineering and Technical Management
• SPSM 5000 Space Environment (Requisite Course) (3 hours)
• SPSM 5730 Space Operations Research (3 hours)
• SPSM 5740 Space Systems Dynamics-Orbital Mechanics (3
hours)
• SPSM 5750 Space Systems Engineering (3 hours)
• SPSM 5770 Space Operations Management (3 hours)
• SPSM 6000 Practical Research in Space Operations (3
hours)
Acquisitions and Program Management
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•
•
•
SPSM 5000 Space Environment (Requisite Course) (3 hours)
SPSM 5600 Space Systems Acquisition Law (3 hours)
SPSM 5650 Space Systems Contracting (3 hours)
SPSM 5730 Space Operations Research (3 hours)
SPSM 5950 Space Systems Project Management (3 hours)
SPSM 6000 Practical Research in Space Operations (3
hours)
Five elective courses chosen from the following for
either emphasis:
•
•
•
•
•
•
•
•
•
SPSM 5700 Space Commanding Systems (3 hours)
SPSM 5710 Space Communications Systems (3 hours)
SPSM 5760 Space Bio-Astronautics (3 hours)
SPSM 5800 GPS-Space Radio Navigation Systems (3 hours)
SPSM 5900 Space Commercialization (3 hours)
SPSM 5910 Space Systems Integration (3 hours)
SPSM 5930 Space Systems Law and Policy (3 hours)
SPSM 5940 Space Decision Support Systems (3 hours
SPSM 5990 Issues in Space Operations (3 hours)
In addition the student chooses two elective courses (6 credit
hours) from this major or from the program curricula of other
George Herbert Walker School of Business & Technology majors.
Admission
requirements.
Webster University
St. Louis, MO 63119
168
Program Description
The master of arts (MA) program with a major in special education
provides practicing educators, related professionals and other
qualified individuals opportunities to study and research special
education practices and services. Current issues and emerging
trends are explored on a global level, with a strong focus on
social justice and ethical themes at the local, national and or
international level. The program emphasizes developmentally
oriented theory and research in the areas of cognitive and socioemotional development, and students are expected to use this
knowledge to design and promote evidence-based interventions
and instructional practices to enhance pupil learning. Candidates
explore opportunities for collaboration and advocacy within their
educational settings that are designed to improve the quality of
life of individuals with disabilities in general. The program of study
recognizes the rapidly changing dimensions of special education
and promotes the philosophy of integrated and inclusive learning
experiences for all children and youth.
The program offers students opportunities to individualize
professional development by specializing in unique area of study.
The emphasis areas are designed to provide flexibility within a
structured sequence of coursework. Students may choose to
specialize in applied behavior analysis, inclusive education, mild/
moderate disabilities, severe developmental disabilities, emotional
& behavioral disorders, or Positive Behavioral Interventions &
Supports (PBIS). These emphases are designed to:
• promote efforts to advocate for inclusive education for
persons with disabilities.
• provide certain special educators who are currently teaching
academic subjects increased expertise in teaching core
academic subjects.
• offer practicing educators the learning opportunities that
support teaching students with mild/moderate or severe
developmental disabilities.
• lead to increased understanding of specific educational
disabilities in relation to the identification, assessment and
evidence-based interventions.
The master of arts in special education program does not lead to
initial certification in special education. For more information about
initial certification in special education (mild/moderate disabilities),
please refer to the Teacher Certification section under the MAT
Mild/Moderate Disabilities section in the catalog.
Learning Outcomes
Graduates of this program are able to:
• analyze current issues and trends in special education on a
global level.
• promote legal and ethical policy and practice that supports
high quality education in inclusive settings (as is appropriate
to the individual student’s needs) and improves outcomes
for individuals with disabilities, at a local, national, and
international level.
• actively design and improve effective, evidence-based
instructional, curricular, and classroom management
programs on an individual, school-wide, and systems level,
based on a thorough understanding of up-to-date research in
cognitive, social and emotional development of students with
disabilities.
degrees
• use scientifically-based methodology to research, evaluate
and improve curriculum, instruction and interventions for
students with disabilities.
• use valid tools to evaluate progress of pupils in the general
education curriculum and towards IEP goals.
• advocate for and safeguard the human and civil rights of
individuals with disabilities and their families, engage in
professional and ethical practices and behavior, reflect on
individual strengths and weaknesses as professionals, and
pursue continuing professional development to refine skills
and expertise in teaching and learning.
• collaborate with families, colleagues and the community to
improve programs and services.
Program Curriculum
The MA special education majors are required to complete a
minimum of 33 credit hours, 24 of which must be in special
education. Students considering graduate study at the doctoral
level are encouraged to complete six (6) credits of field research,
and complete a thesis, for a program total of 36 credit hours.
Required Coursework:
The following courses are required, with a minimum grade of B- in
each course, for all special education majors:
Global Citizenship, Teacher Leadership, and Policy
Program Development and Organization
• SPED 5500 Socio-emotional Development: Children with
Special Needs* (3 hours)
or SPED 5660 Cognitive Development: Children with Special
Needs* (3 hours)
• Graduate level (5000) coursework (12 hours)
* Required coursework from Webster University only
• SPED 5800 Applied Research Methods (3 hours)
• SPED 6000 Applied Field Research (3 hours)
or SPED 6250 Thesis (for graduate students interested in
doctoral studies) (6 hours)
Total coursework: 33 hours
Emphasis in Applied Behavior Analysis
The emphasis in applied behavior analysis prepares candidates
with the knowledge and concepts needed to engage in applied
behavior analysis in schools, community agencies, residential
centers and family settings to enhance the skills and abilities of
persons with Autism Spectrum Disorder, significant disabilities,
and other developmental conditions.
The emphasis is designed to prepare candidates with courseworkbased content knowledge and skills required to apply to sit for the
Board Certified Behavior Analyst® Examination offered through
the Behavior Analyst Certification Board (BACB). Successful
completion of the Webster University master of arts in special
education, with and emphasis in applied behavior analysis,
does not guarantee that the candidate will be approved to sit for
the Board Certified Behavior Analyst® Examination. Candidates
who plan to apply for BCBA certification should carefully review
the requirements, published by BCBA (www.bcba.com).
The following coursework is required for an emphasis in
Applied Behavior Analysis:
• SPED 5900 Concepts and Principles of Behavior Analysis (3
hours)
• SPED 5703 Functional Behavioral Assessment and
Interventions*(3 hours)
• SPED 5901 Applied Behavior Analysis I (3 hours)
• SPED 5902 Applied Behavior Analysis II (3 hours)
• SPED 5319 Disability and Ethics* (3 hours)
Assessment and Evaluation
*Core course requirement
One course from the following list:
Emphasis in Emotional and Behavioral Disorders
• SPED 5413 Assessment of Learning and Learning Problems
(3 hours)
• SPED 5830 Evaluation (3 hours)
Intervention
Other emphasis courses in assessment may substitute for this
requirement.
Professional and Ethical Practice
The emphasis area in emotional and behavioral disorders, in
partnership with a local children’s residential treatment center, is
designed for school-based mental health specialists, practicing
teachers, counselors and other related services professionals,
and advocates who are interested in expanding their expertise in
working with children who require specialized, targeted, or oneto-one services. It offers an advanced program of study in the
identification, assessment and evaluation, psycho-educational
intervention and instruction of children and youth with severe
emotional and behavioral disorders (both internalizing and
externalizing).
• SPED 5270 Advocating for Persons with Disabilities (3 hours)
• SPED 5319 Disability and Ethics (3 hours)
Collaborative Practice
emotional and behavioral disorders:
• SPED 5315 Assessment, Evaluation, and Diagnosis of
Emotional and Behavioral Disorders* (3 hours)
or SPED 5703 Functional Behavior Assessment and
Intervention* (3 hours)
Three of the following:
• SPED 5880 Integrating Resources: Community, School, and
Family (3 hours)
• SPED 5290 Collaborative Practices for the 21st Century
Classroom (3 hours)
(may not be used for the emphasis in Inclusive Education)
• SPED 5704 PBIS/Systems Leadership: Staff Development &
Coaching (3 hours)
• SPED 5314 Children and Youth with Emotional and
Behavioral Disorders (3 hours)
• SPED 5316 Instructional Methods for Students with
Emotional and Behavioral Disorders (3 hours)
Needs (3 hours)
• SPED 5317 Therapeutic Interventions for Disturbed Students
(3 hours)
169
Degrees
• SPED 5318 Global Issues in Special Education (3 hours)
Research and Inquiry
degrees
• SPED 5350 Enhancing Social Competency in Children with
Special Needs (3 hours)
• SPED 5331 Working with Difficult Students (3 hours)
• SPED 5220 Topics in Special Education (topic appropriate to
emphasis) (3 hours)
• SPED 5280 Attention Deficit Disorder (3 hours)
• SPED 5315 Assessment, Evaluation, and Diagnosis of
Emotional and Behavioral Disorders (may not be duplicated)
(3 hours)
3 hours*Core course requirement (3 hours)
inclusion facilitators, regular and special educators at the
preschool, elementary, and secondary levels, and other qualified
individuals with the knowledge base, practical applications, and
strategies necessary for implementing a successful inclusive
education program appropriate to the diverse needs of students
in today's regular classroom. This emphasis enables practicing
teachers to investigate issues and examine strategies that relate
to the education of all students, regardless of ability, in their local
school.
The following courses are required for the area of emphasis in
inclusive education:
• EDUC 5090 Curricular and Instructional Adaptations (3
hours)
• One SPED 5000 course (3 hours)
Emphasis in Mild/Moderate Disabilities
The emphasis in mild/moderate disabilities is intended for certified
educators who are interested in developing expertise in teaching
students with mild/moderate (cross-categorical) disabilities. While
the emphasis does not lead to an initial teacher certificate in
Mild/Moderate Disabilities, the program of study offers currently
certified teachers an opportunity to acquire the foundational
knowledge in preparation for an endorsement in Mild/Moderate
Disabilities: Cross-Categorical.
mild/moderate disabilities:
• SPED 5030 Students with Mild/Moderate Disabilities (3
hours)
• SPED 5240 Psycho-educational Assessment I** (3 hours)
(may substitute for SPED 5413)
• SPED 5380 Methods for Students with Mild/Moderate
Disabilities I (3 hours)
One course from:
Needs (3 hours)
• SPED 5010 Methods of Teaching Mathematics for Disabled
Learners (3 hours)
• SPED 5040 Analysis and Correction of Reading Disabilities
(3 hours)
• SPED 5260 Career Preparation for Students with Special
Needs (3 hours)
• SPED 5300 Communicating with Families and Disabled
Persons (3 hours)
• SPED 5050 Language Development for Exceptional Students
(3 hours)
• SPED 5020 Assistive Technology for Students with Special
Needs (2-3 hours)
170
Disabilities II (3 hours)
• EDUC 5090 Curricular and Instructional Adaptations (3
hours)
• SPED 5320 Learning Strategies: A Cognitive Approach to
Exceptional Learners (3 hours)
** Core course requirement or substitute
Emphasis in Positive Behavioral Interventions
and Supports (PBIS)
PBIS:
PBIS (3 hours)
• SPED 5701 Universal School-Wide PBIS** (3 hours)
Emphasis/Certification Endorsement in Severe
Developmental Disabilities
The emphasis in severe developmental disabilities offers a
concentrated program of study in the assessment and instruction
of children and youth with severe developmental disabilities. The
program builds on the knowledge base of special educators who
are qualified to teach students with mild and moderate disabilities,
and extends the capabilities of special educators to provide
individualized and appropriate educational opportunities to all
children.
In order to apply for the advanced certification endorsement
program in severe developmental disabilities, the applicant must
hold a valid Missouri Teacher’s Certificate in Mild/Moderate
Disabilities: Learning Disabilities, Mental Retardation, Behavior
Disorders, Physical and Other Health Impairments, or CrossCategorical Disabilities.
The following courses are required for an emphasis in Severe
Developmental Disabilities:
• SPED 5311 Assessment of Functional Skills for Students
with Severe Developmental Disabilities and Autism** (3
hours)
• SPED 5312 Curriculum and Methods of Teaching Students
with Severe Developmental Disabilities and Autism (3 hours)
• SPED 5313 Augmentative and Alternative Communication for
Students with SDD and Autism (3 hours)
• SPED 5090 Special Education Practicum: Severe
Developmental Disabilities (3 hours)
Admission
requirements.
Prior to admission to the program, candidates are expected to
have successfully completed, with a grade of B or better, a threecredit course in the Psychology of the Exceptional Students, or
its equivalent. Those applicants who have not completed this
requirement, prior to admission, will be required to successfully
degrees
complete the course, or a similar overview course, in order to
advance to candidacy. Students may not use the credits from
the Psychology of the Exceptional Students towards graduation
requirements for the MA in Special Education.
dismissal actions.
Additional requirements
institution
• A minimum cumulative undergraduate GPA of 2.5 on a 4.0
scale
Webster University
Office of Admission
St. Louis, MO 63119-3141
Multidisciplinary Studies.
Transfer of Credit
Students may transfer no more than six (6) hours of Webster
University 4000 level coursework towards the MA in special
education, if the coursework did not apply towards the
requirements for another degree. Students may transfer no
more than six (6) credits of graduate coursework from another
accredited institution of higher learning. Students may apply no
more than six (6) credits of SPED 5210/SPED 5410 to satisfy the
requirements of the MA. Degree. Requests to transfer credit must
be approved by the special education program coordinator.
The course(s) being transferred must meet the following criteria:
relevant to the student’s major.
• The course carries graduate credit toward an accredited
master’s degree program at the sponsoring institution.
degree.
• Courses taken at other colleges or universities after
admission to the program and MA In-Service courses
ordinarily may not be transferred for credit. Waivers would
require the following:
• Prior approval by an advisor and relevant area coordinator
must be granted on “prior permission form” before the course
is taken.
• The course does not duplicate one offered at Webster
University. (Note: This does not refer only to courses offered
in the current semester, but to any similar course Webster
University offers.)
• The student fills out a Request for Transfer of Credit form
(available in the School of Education Office) and submits
it, along with an official transcript of the course(s) being
requested, to the School of Education Office. When the
transfer hours have been approved and processed, the
student will be notified.
Program Description
This is a graduate degree program designed to provide the
teacher certification in Mild/Moderate Disabilities: CrossCategorical (K-12). Coursework is specifically directed towards
knowledge of characteristics of learners with special needs,
assessment practices, research-based behavior and academic
interventions, and inclusive practices.
Learning Outcomes
The goal of the Special Education MAT is to cultivate graduates
who are:
• knowledgeable of the history of special education,
characteristics of students with disabilities, and principles and
foundations underlying best practices;
• proficient in designing, adapting, and modifying effective
assessment plans, instructional strategies and curricula, and/
or intervention plans based on current research regarding
cognitive, social, and emotional development in students with
disabilities;
• reflective about their roles as educators to improve learning
outcomes, and who collaborate with families and other
members of the community in order to advocate for inclusive
and equitable educational opportunities for persons with
disabilities; and
• capable of recognizing, valuing, and responding to the unique
individual abilities and differences of students with special
needs.
Certification in Mild/Moderate Disabilities
Students are advised to contact Webster University's Teacher
Certification Office for a transcript evaluation and information
regarding teacher certification. Successful completion of a
portfolio may be required prior to a recommendation for an
initial teacher certification from the university to the Missouri
Department of Elementary and Secondary Education.
To obtain teaching licensure in Missouri, students are required
to complete a number of assessments. Assessments are
administered by a state designated agency and students are
expected to pay for each required assessment.
Successful completion of the MAT special education degree
program does not guarantee the issuance of a Missouri
teacher certificate in Mild/Moderate Disabilities.
Program Curriculum
The special education MAT requires a minimum of forty (40)
hours of coursework in special education, including successful
completion, with a B- or better, of eight (8) hours of SPED 5091
Apprentice Teaching. Students are advised that the full initial
certification in Mild/Moderate Disabilities: Cross Categorical
(K-12) may require more than the forty hours required for the MAT
degree.
171
Degrees
After completing 9 credit hours within a MA in special education
and before twenty one (21) hours, all MA degree-seeking students
with a major in special education are required to advance to
candidacy. Please refer to the Advancement to Candidacy section
in this catalog for other specific guidelines.
Special Education (MAT)
degrees
Required Coursework
The following courses, for a total of twenty-two (22) hours, are
required for the special education MAT and must be taken while in
residence with Webster University:
• SPED 5091 Apprentice Teaching (8 hours)
(may be fulfilled by Credit by Examination)
• EDUC 4000 Apprentice Teaching Seminar (1 hour)
• SPED 5090 Practicum: Mild/Moderate Disabilities: CrossCategorical (2 hours)
hours)
Disabilities I (3 hours)
• SPED 5381 Methods for students with Mild/Moderate
Disabilities II (3 hours)
In addition to the above coursework, a minimum of twenty- one
(21) semester hours of coursework from the following special
education courses* are required to complete the MAT degree
requirements:
• SPED 5860 Psychology of the Exceptional Student (3 hours)
• EPSY 5505 Applied Developmental and Educational
Psychology**(3 hours)
• SPED 5245 Counseling for Life’s Transitions (3 hours)
• SPED 5240 Psycho-educational Assessment I (3 hours)
• SPED 5050 Language Development (3 hours)
• SPED 5010 Differentiated Mathematics Instruction(3 hours)
• COMM 5960 Differentiated Reading Instruction(3 hours)
Needs (2-3 hours)
hour)
*All of the courses below are required to complete the
requirements for initial Missouri teacher certification in Mild/
Moderate Disabilities: Cross-Categorical.
**This course meets the requirements for Child Psychology,
Adolescent Psychology, and Educational Psychology.
The following courses (or equivalent courses) are also required for
a Missouri initial teacher certificate in Mild/Moderate Disabilities:
Cross Categorical.
• MTHT 4310 Elementary-School Mathematics Methods*** (2
hours)
*** May not be used to meet the requirements of a MAT degree.
Two courses from the following (minimum of 6 hours):
hours)
• COMM 5920 Teaching Reading in Content Fields (3 hours)
Education MAT. This requirement may be completed by
registration in a traditional 16-week apprentice teaching
experience. Students who are full-time paraprofessionals or
teachers in an approved educational setting may be awarded
credit through credit by experience. Application and registration
for SPED 5091 must be approved by the student’s advisor by the
application deadline. Applications for apprentice teaching are
completed through TK20. Directions are located on the School of
Education website. No late applications will be accepted.
Eligibility requirements for acceptance to SPED 5091,
Apprentice Teaching
• Students must have successfully completed all but two
required courses for initial teacher certification in Mild/
Moderate Disabilities.
• Students must have passed with a score equal to or greater
than the Missouri qualifying score in the state-required
Missouri Content Assessments
• Students must have successfully completed, with a grade of
B or better, the requirements of SPED 5090, Practicum Mild/
Moderate Disabilities: Cross-Categorical.
Content Area Emphasis
To gain additional expertise in elementary, middle school, or
secondary content and better prepare for Missouri licensure
assessments, students may choose to complete an additional 12
hours in a content emphasis. Students may choose an emphasis
in elementary content, middle school content, or secondary
content.
Elementary Content
The following coursework is required for an elementary
content emphasis:
• COMM 5440 Integrated Language Arts (3 credits)
• COMM 5000 Fiction, Non-fiction, and Poetry for Children (3
credits)
• CMAT 5020 Inquiry Methods for STEM and Social Sciences
(3 credits)
• COMM 5199 Teaching Writing
or COMM 5240 Language Arts Seminar (3 credits)
Middle School Content
The following coursework is required for a middle school
content emphasis:
• SOCS 5760 Middle School Curriculum and Instruction (3
credits)
or COMM 5240 Language Arts Seminar (3 credits)
• Two of the following:
• MTHT 4450 Middle School Mathematics Methods (3 credits)
• SCIC 5010 Contemporary Strategies Elementary and Middle
School Science (3 credits)
• SOCS 5010 Social Studies for Secondary Schools (3 credits)
Application to SPED 5090, Practicum
Secondary Content
Registration in SPED 5090: Practicum Mild/Moderate Disabilities:
Cross-Categorical must be approved by the student’s advisor
by the application deadline. Applications for practicum are
completed through TK20. Directions are located on the School
of Education website. No late applications will be accepted. A
grade of B or better is required for the practicum.
The following coursework is required for a secondary content
emphasis:
Application to SPED 5091, Apprentice Teaching
Successful completion of SPED 5091, Apprentice Teaching,
is required to meet the graduation requirements of the Special
172
• COMM 5187 Secondary Techniques (3 credits)
• One of the following
• MTHT 4460 Secondary Mathematics Methods (3 credits)
• SCIN 4060 Methods in Science Teaching (3 credits)
• SOCS 5010 Social Studies for Secondary Schools (3
credits)
degrees
• Two graduate-level courses linking to student’s area of
content specialization
dismissal actions.
Admission
requirements.
Teaching English as a
Second Language (MA)
• Receipt of official transcript from the baccalaureate-granting
institution.
• B- or better in a college-level math course.
• B- or better in a college-level composition course.
Office of Admission
Webster University
St. Louis, MO 63119-3141
Teacher Education
more information)
coursework until advanced to candidacy
Transfer of Credit
Students may request to transfer up to twelve (12) hours of
graduate-level credit from another accredited graduate institution.
Students who have graduated from Webster University may
transfer up to twelve (12) hours of 4000 level coursework in
special education. The course(s) being transferred must meet the
following criteria:
relevant to the student's major.
• The course carries upper division (4000) or graduate credit
toward an accredited master's degree program at the
sponsoring institution.
degree.
• The course is not on the list of required courses to be taken
while in residence at Webster University.
Program Description
The master of arts in teaching English as a second language
(MA in TESL) at Webster University is designed for individuals
who seek to develop the English skills of non-native speakers
living either overseas or in the United States. The program
allows candidates to develop a solid theoretical background in
critical aspects such as culture, language structure, first and
second language acquisition theory, curriculum and materials
development, teaching methodology, assessment and research,
while preparing them to become effective language teachers.
The MA in TESL offers two tracks:
• Adult Education Emphasis – designed to meet the needs
of future educators of adults and/or teaching English as
a foreign language overseas. In this case, prior teaching
experience is not required;
• K-12 English Language Learner (ELL) Education Emphasis
– designed to meet the needs of existing content area
educators interested in expanding their knowledge of
teaching ELLs. In this case, a certificate of license to teach is
required.
As part of the MA in TESL – the K-12 ELL Education Emphasis,
we offer the Missouri ESOL Certification, an optional 21
credit-hour program issued through Missouri’s Department of
Elementary and Secondary Education (DESE). The certification is
designed for preK-12 teachers faced with non-English speakers
in regular, bilingual or English Language Learner (ELL) U.S.
classrooms. A valid Missouri permanent or professional certificate
of license to teach (participants in the TESL program at Webster
may be working toward the initial certificate, but will not receive
the ESOL Certificate until the basic certificate is awarded) and two
courses (which may be undergraduate credit) of Psychology and/
or Education of the Exceptional Student and Teaching Reading
in Content Fields are required in order to obtain the Certification.
(Starting on August 1, 2017, an additional course on reading
assessment and interventions, will be required as well).
A Teaching English as a Foreign Language (TEFL) certificate*
may also be issued alone or in conjunction with the MA in TESL
degree – the Adult Education Emphasis. This program is designed
for students interested to teach overseas in both adult and
K-12 settings. Students seeking this graduate certificate must
have earned a recognized baccalaureate degree and meet the
admission and acceptance criteria, as outlined in the graduate
program’s Academic Policies and Procedures. Students may
receive the Webster University TEFL certificate by completing a
minimum of 21 credit hours.**
*All students pursuing the Missouri ESOL Certification or the
Webster TEFL Certificate will be considered degree-seeking
students and will have the option to pursue one of the MA in TESL
tracks within 5 years from the start of their TESL coursework.
offered.
173
Degrees
program.
degrees
**Students cannot pursue both the Missouri ESOL Certification
and Webster TEFL Certificate within the same MA program.
Learning Outcomes
Program Goals – The following program goals are built on
a conceptual framework of knowledge, implementation and
reflection.
Candidates will demonstrate knowledge of:
• the English language system, its components (i.e.,
phonology, morphology, syntax, semantics, etc) and issues
of linguistic variation (i.e., dialects, discourse, slang, humor,
etc)
• the major theories, key concepts and research in first and
second language acquisition (SLA)
• modern and traditional teaching approaches, as well as the
legal processes and policies that have influenced the English
as a Second Language field
• multicultural aspects and personal variables (i.e., background
experiences, values, beliefs, gender) that affect the process
of language acquisition and cultural integration
• effective learning and communications strategies
• curriculum design and appropriate materials/textbooks
• current and historical aspects of assessment design and
implementation, as well as their implication for various
stakeholders
Candidates will practice in their classroom:
• various standards-based instructional strategies to support
effective educational practices that value individual and
cultural differences
• standards-based curriculum designed on modern teaching
theories and meaningful, authentic content and language
materials (i.e., experiences that model social and academic
contexts by integrating all language skills – listening,
speaking, reading and writing)
• multiple culturally-informed, valid, reliable, authentic,
pragmatic and non-biased assessment techniques that
measure learning progress and teacher/program/content
effectiveness
• technology-centered activities that promote content and
language learning, following a constructivist model that
allows ample language input and practice
Candidates will reflect on:
• the roles educators take in collaboration with colleagues,
school administrators, paraprofessionals, parents and
community members to advocate for the needs of their
community of learners and their direct access to resources
• personal growth through on-going participation in personal
development activities
• effectiveness of instructional and assessment approaches in
the classroom with the view of achieving equitable education
for their ELL students
• curriculum appropriateness in compliance with national and
regional standards, as well as program expectations and
student diverse needs, preparedness, resources and ability
• the need to support and encourage ESOL students and
families in their journey of social, cultural and linguistic
accommodation
K-12 ELL Education Emphasis
33 credit hours
Required Courses (24 credit hours)
• TESL 5230 Second Language Acquisition * (3 hours)
Methods * (3 hours)
174
Classrooms* (3 hours)
• TESL 5350 Language and Culture * (3 hours)
• TESL 5030 Language History, Planning, and Policy * (3
hours)
• TESL 5311 Principles and Practices of Language Testing * (3
hours)
• COMM 5270 Visual Communications
or COMM 5530 Technology and Teaching (3 hours)
• TESL 5040 Practicum in ESOL* (3 hours)
*Course contains a key assessment for data collection
purposes.
Electives (9 credit hours)
or COMM 5280 Written Communication (3 hours)
• COMM 5340 Language Arts Seminar: Teaching Language
and Language Issues (3 hours)
• COMM 5290 Interpersonal Communication (3 hours)
• TESL 5710 Grammar for ESL/EFL Teachers (3 hours)
• TESL 5720 Teaching English Pronunciation (3 hours)
• TESL 5730 Materials Development in Language Classrooms
(3 hours)
• EPSY 5490 Seminar in Immigrant and Refugee Experiences
(3 hours)
hours)
• SPED 5480 Learning and Behavior Problems in the
Classroom (3 hours)
• SPED 5414 Children and Youth with Learning and Academic
Disorders (3 hours)
• EDTC 5630 Advanced Topics in Classroom Technologies (3
hours)
Adult Education Emphasis
33 credit hours
Required Courses (24 credit hours)
Methods (3 hours)
• TESL 5311 Principles and Practices of Language Testing (3
hours)
• TESL 5710 Grammar for ESL/EFL Teachers
or TESL 5720 Teaching English Pronunciation (3 hours)
• TESL 5040 Practicum in ESOL (taken at the end of the
program) (3 hours)
• TESL 5710 Grammar for ESL/EFL Teachers (3 hours)
• TESL 5730 Materials Development in Language Classrooms
(3 hours)
or COMM 5280 Written Communication (3 hours)
• COMM 5340 Language Arts Seminars: Teaching Language
• COMM 5344 Introduction to Linguistics (3 hours)
• COMM 5270 Visual Communications
or COMM 5530 Technology and Teaching (3 hours)
degrees
hours)
• EPSY 5490 Seminar in Immigrant and Refugee Experiences
(3 hours)
• EDTC 5630 Advanced Topics in Classroom Technologies (3
hours)
Missouri ESOL Certification
21 credit hours
All students pursuing the Missouri ESOL Certification or the
Webster TEFL Certificate will be considered degree-seeking
students and will have the option to pursue one of the MA in TESL
tracks within 5 years from the start of their TESL coursework.
Required courses (18 credit hours)
• TESL 5311 Principles and Practices of Language Testing (3
hours)
• TESL 5710 Grammar For ESL/EFL Teachers (3 hours)
• COMM 5340 Language Arts Seminars: Teaching Language
Admission
requirements.
institution.
• Non-native speakers need to pass TOEFL, paper-based
score of 575 and above (International students – see
graduate catalog).
• Native speakers two semesters of a foreign language (with a
grade of B or better) is strongly recommended.
• Essay: Describe your teaching philosophy in terms of the
kind of knowledge and values that will make a teacher a
more effective English as a Second Language/English as a
Foreign Language instructor.
Office of Admission
Webster University
St. Louis, MO 63119
Students must complete 12-15 hours or core TESL coursework at
the beginning of their program of study and maintain a minimum
of a 3.0 GPA (B average).
Required Coursework for Advancement to Candidacy (6-9
credit hours)
• TESL 5230 - Second Language Acquisition
• TESL 5220 - Curriculum Development in Second Language
Classrooms
• TESL 5139 - English for Speakers of Other Languages
(ESOL) Methods
Other Coursework toward Advancement to Candidacy (3-6
credit hours)
• TESL 5350 - Language and Culture
• TESL 5030 - Language History, Planning, and Policy
• TESL 5311 - Principles and Practices of Language Testing
The candidacy requirements are the same for both the K-12 ELL
Education Emphasis and the Adult Education Emphasis.
U.S. Patent Practice (MS)
Program Description
The Master of Science (MS) in U.S. Patent Practice prepares
students who have a science or engineering background* to
practice as patent agents before the United States Patent
and Trademark Office in patent cases. (A patent agent is
a non-attorney whose license, issued by the Patent and
Trademark Office, allows them to prepare and prosecute patent
applications.)
In addition, the coursework is designed to help prepare students
to take the Patent Agent Bar Examination.
This program provides the theoretical and practical knowledge
needed to enter the field of patent agency well-prepared to
prepare and prosecute patent cases. This program does
not administer the Patent Agency Bar Examination, as the
administration of the examination is the exclusive province of the
United States Patent and Trademark Office.
Please note that the MS in U.S. Patent Practice is not
approved by the American Bar Association and is not
intended to prepare students to work as paralegals.
*Pursuant to the General Requirements Bulletin for Admission
to the Examination for Registration to Practice in Patent Cases
before the United States Patent and Trademark Office, patent
agents must possess the “legal, scientific, and technical
qualifications necessary to enable him or her to render applicants
for patents valuable service.” Section 10.7. See Section 10.7
for educational credentials that can demonstrate the required
scientific and technical training. Students in this program are
entirely responsible for ensuring that they qualify to sit for the
Patent Agent Bar Examination. For more information, please visit
http://www.uspto.gov/web/offices/dcom/olia/oed/examregist.htm.
Learning Outcomes
• Understand the fundamentals of legal reasoning and
analysis.
175
Degrees
Methods (3 hours)
• TESL 5030 Language History, Planning, and Policy (3 hours)
• TESL 5040 Practicum in ESOL (3 hours)
degrees
• Understand the legal environment in which individuals,
businesses, and the judiciary operate.
• Be able to apply the theory of legal research and writing to
practical problems encountered in patent litigation.
• Obtain the practical knowledge needed to enter the field of
patent agency well prepared to prepare and prosecute patent
cases.
• Understand the rules and regulations governing the filing
and prosecution of applications before the U.S. Patent
and Trademark Office, including both the legal and ethical
obligations of those practicing before the Office.
• Master the computer skills necessary to search for patents
and find court precedent regarding various patents.
• Learn the fundamentals of intellectual property law and how it
applies to patent litigation.
Program Curriculum
The 36 credit hours required for the MS degree
in patent practice
• LEGL 5000 Introduction to Legal Studies (Requisite Course)
(3 hours)
• PATA 5100 Introduction to Patent Law (3 hours)
• PATA 5110 Patent Research and Writing (3 hours)
• PATA 5120 Foundations in Intellectual Property Law (3
hours)
• PATA 5200 Patent Drafting (3 hours)
• PATA 5210 Patent Prosecution (3 hours)
• PATA 5300 Patent Office Ethics (3 hours)
• PATA 5310 Patent Law Regulations and Procedures (3
hours)
• PATA 5400 Patent Litigation in the Federal Courts (3 hours)
• PATA 6000 Integrated Practices in U.S. Patent Office
Procedure (3 hours)
Two elective courses (6 credit hours) from the following:
•
•
•
•
PATA 5500 Global Intellectual Property Law (3 hours)
PATA 5510 Copyright and Trade Secret Law (3 hours)
PATA 5520 Trademark Law (3 hours)
PATA 5530 Ownership, Licensing, and Transfer of
Intellectual Property (3 hours)
• PATA 5540 Computerized Patent Searching and Patentability
(3 hours)
Successful completion of Webster’s U.S. patent practice program
should not be construed to imply state, local, or board certification,
as only the United States Patent and Trademark Office licenses
patent agents.
Admission
requirements.
Office of Admission
Webster University
St. Louis, MO 63119
176
Advanced New Media
Production
18 Hours
Program Description
The certificate in advanced new media production provides
students with a mastery of techniques appropriate to achieve
success in the varied multi-platform universe of today's modern
workplace. This certificate is stackable with the certificate in the
fundamentals of multimedia production. The certificate in the
fundamentals of multimedia production must be completed before
this program can be undertaken. Completion of both of these
certificates would provide a student with two certificates that
also equal the master of arts (MA) in new media production. The
advanced new media production certificate provides students with
the mastery of production basics in website construction, audio
and video production and an integration of multimedia projects
with social networking.
• INTM 5630 Digital Design & Information Graphic
• INTM 5640 Multimedia Production for Websites & Mobile
hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Applied Behavior Analysis
modern production process and should be able to perform
• Students will demonstrate a mastery of storytelling
techniques.
environment.
18 Hours
Learning Outcomes
Program Description
Requirements
Students must complete the certificate in the fundamentals of
multimedia production before work may begin on this certificate
program.
Students must complete 18 credit hours of course work, including
all of the following courses:
• NPRO 5900 New Media Project Production (3 hours)
• NPRO 6000 New Media Thesis Project (6 hours)
Electives
Students must take nine credit hours of elective courses as part
of the overall requirement for 18 credit hours of course work. The
nine hours of course work may come only from the following list of
approved electives. No elective courses used in the completion of
the certificate in the fundamentals of multimedia production may
be used by students to complete this certificate program.
• MEDC 5600 Introduction to Interactive Communication (3
hours)
• FTVP 5330 Digital Graphics & Motion Graphics Production (3
hours)
• AUDI 5220 Podcast Production & Promotion (3 hours)
• FTVP 5310 Fundamentals of Video Cameras & Lighting (3
hours)
• PHOT 5060 Digital Images & Storytelling (3 hours)
• FTVP 5331 Video Editing & Webisode Creation (3 hours)
This 18-credit online advanced graduate certificate (ACG)
program prepares candidates with the knowledge and concepts
needed to engage in applied behavior analysis in schools,
community agencies, residential centers and family settings to
enhance the skills and abilities of persons with Autism Spectrum
Disorder, significant disabilities, and other developmental
conditions.
The program provides training in functional behavior assessment,
analysis, and intervention within the context of ethically guided
and evidence-based practices. Candidates are introduced to the
conceptual foundations of applied behavior analysis, research
methodology, principles and practices of behavioral instruction,
177
support and intervention, and the ethical and professional
guidelines needed for effective and efficacious services.
The program is designed to prepare candidates with courseworkbased content knowledge and skills required to apply to sit for
the Board Certified Behavior Analyst® Examination offered
through the Behavior Analyst Certification Board (BACB).
Successful completion of the Webster University Advanced
Graduate Certificate program in Applied Behavior Analysis does
not guarantee that the candidate will be approved to sit for the
Board Certified Behavior Analyst® examination. Candidates
who plan to apply for the Board Certified Behavior Analyst®
Examination should carefully review the requirements, published
by the Behavior Analyst Certification Board (www.bacb.com.)
Applied Gerontology
Enhancement and
Specialization
Program Description
Learning Outcomes
Successful completers will:
1. Demonstrate a thorough understanding and knowledge of
the concepts and principles that underlie applied behavior
analysis.
2. Demonstrated a thorough understanding of the principles
involved in functional behavior observation, assessment,
and analysis.
3. Demonstrate a thorough understanding of the principles
that govern the application of behavior analysis to alleviate
the behavioral challenges and problems experienced by
persons with disabilities or socio-emotional challenges.
4. Understand the ethical and legal principles and
responsibilities in the application of behavior principles.
5. Master the foundational concepts and skills needed to
apply to sit for the Board Certified Behavior Analyst®
Examination offered through the Behavior Analyst
Certification Board (BACB).
Requirements
• SPED 5900 Concepts and Principles of Behavior Analysis (3
hours)
• SPED 5901 Applied Behavior Analysis I (3 hours)
• SPED 5703 Functional Behavioral Assessment and
• SPED 5902 Applied Behavior Analysis II (3 hours)
• SPED 5800 Applied Research Methods (3 hours)
• SPED 5319 Disability and Ethics (3 hours)
12 Hours
The certificate in applied gerontology enhancement and
specialization (AGES) is offered to those who currently work,
have worked, or will work in the field of gerontology and have
attained a bachelor’s or master’s degree. This certificate will
develop and enhance the managerial and administrative skills
of the practitioner and provide students with the knowledge to
effectively meet the needs of the aging population in a variety of
career settings.
All certificate courses must be taken at Webster University.
Students enrolled in the MA degree program in gerontology are
not eligible to receive the applied gerontology enhancement and
specialization certificate.
Requirements
The 12 credit hours required for the graduate certificate in applied
gerontology enhancement and specialization include the following
courses:
•
•
•
•
GERN 5600 Economic Issues for Older Adults
GERN 5640 Management of Programs for Older Adults
GERN 5670 Social Science Perspectives in Gerontology
GERN 5690 Issues in Gerontology*
*GERN 5690 course topics vary
Admission
Total number of credits: 18
requirements.
Admission
Send all required admission materials to
Students who are interested in applying to this program
requirements.
Webster University
Office of Admission
St. Louis, MO 63119
• Master's Degree in Special Education, Education,
Psychology, or a related behavioral science field
• Cumulative GPA of 3.0
Arts Entrepreneurship
12 Hours
Office of Admission
Webster University
St. Louis, MO 63119
178
Program Description
The graduate certificate program in arts entrepreneurship at
the Walker School of Business and Technology is designed to
provide prospective arts entrepreneurs with knowledge, skills,
and competencies needed to understand, develop, analyze,
and implement art-associated entrepreneurial initiatives. Arts
entrepreneurship provides a process approach for turning
one's passion for arts into a business or self-employment
opportunity. It includes new product development; innovations
in artistic services, channels, brands, translating aesthetics to
audiences and arts business models. The courses explore how
arts entrepreneurs can employ their passion and use innovation
practices to function as a successful arts entrepreneur. In
addition, the courses will provide a process by which an arts
entrepreneur can create, nurture, launch and achieve success in a
new art-related venture.
This eighteen credit hour advanced certificate is for those who
wish to make an even greater contribution at their workplace.
Graduate students are encouraged to assume advocacy roles,
to participate in professional organizations, and to contribute to
professional conferences and publications.
Requirements for admission to AGC in assessment of learning
and cognitive development Master's Degree in Educational
Psychology, Special Education, or related area, satisfactory
completion of admissions essay; Overall GPA of 3.0.
Requirements
To complete the certificate, students must complete a total of 12
credit hours comprised of the following four courses:
Program Curriculum
1. This post-master's advanced graduate certificate is
not
• ENTR 5000 Entrepreneurship Process, Methods &
Innovation (3 hours)
• ENTR 5220 Arts Entrepreneurship (3 hours)
• FINC 5860 Entrepreneurial Finance and Venture Capital (3
hours)
• ENTR 6000 Walker School Business Plan Competition (3
hours)
a degree program. However, this advanced graduate
certificate may be embedded within one of
two degree
Admission
Webster University
St. Louis, MO 63119
Assessment of
Learning and Cognitive
Development
18 Hours
Program Description
The advanced graduate certificate (AGC) in assessment of
learning and cognitive development emphasizes understanding
the individual learner and his/her learning and cognitive growth.
Students enrolled in this program acquire skills in the assessment
of learning, cognitive abilities, and academic performance.
This AGC is for educators who already have a master's degree
and some experience with assessment and applying psychology
to education and schooling. This AGC is not designed for Missouri
educator certification, but the AGC in assessment of learning and
cognitive development is especially helpful for those who wish to
work as assessment coordinators, educational diagnosticians, or
psychoeducational testers.
ALL students enrolled in the EdS in Applied Educational
Psychology: School Psychology are required to complete an
advanced graduate certificate in the assessment of learning and
cognitive development.
2.
3.
4.
5.
Choose at least one course (3 hours) course from
Cluster One: Child and Adolescent Development and
Learning:
• EPSY 5816 Advanced Child Development (2-3 hours)
• EPSY 5540 Psychology of Early Adolescence (3 hours)
• EPSY 5750 Special Institute: Child Development Program,
St. Louis Psychoanalytic Institute (3 hours)
• EPSY 5810 Advanced Adolescent Psychology (3 hours)
• EPSY 5880 Psychology of Memory, Learning, and ProblemSolving (3 hours)
Choose at least two courses (6 hours) from Cluster
Two: Assessment of Learning and Cognitive
Development:
• EDTC 6240 Education Statistics (2-3 hours)
• EPSY 5390 Applied Statistics in Educational Psychology (3
hours)
Students (3 hours)
179
requirements.
programs:
a. This AGC may be included in the sequential
(second masters degree) MA in applied educational
psychology. Students choosing to earn this AGC
within the sequential MA in applied educational
psychology may need to take more credit hours than
the required 21 hours of the sequential MA degree.
b. This AGC is included in the EdS in applied
educational psychology: school psychology; it is
important to note that all students enrolled in the
EdS in applied educational psychology: school
psychology are required to complete an advanced
graduate certificate in the assessment of learning
and cognitive development.
Any Webster University graduate courses taken that are not
applied toward a graduate or undergraduate degree, may
be counted toward the completion of an advanced graduate
certificate (AGC) program provided that the courses are
appropriate and relevant to that specific degree program.
All AGC coursework must have a grade of B- or better.
Any graduate coursework completed may not be counted
for two different certificate programs.
Courses may not be transferred from another university
into any Webster University advanced graduate certificate
(AGC) program.
Diversity (3 hours)
• EPSY 6036 Psychoeducational Assessment II (3 hours)
• EPSY 6100 Practicum in Data-Based Decision-Making (may
be repeated for credit) (1-2 hours)
Applied Statistics (1-2 hours)
Mental Health Services (1-2 hours)
Advanced Psychoeducational Assessment and Intervention
(1-2 hours)
• MTHC 5390 Statistics (3 hours)
• SPED 5240 Psychoeducational Assessment I (3 hours)
(3 hours)
Required course:
ESPY 6000 Advanced Graduate Certificate Project (2-3 hours)
To complete the 18-hour advanced graduate certificate,
choose six hours of electives. Recommended electives are
EPSY courses, SPED courses, and EDUC 5210 courses
related to conferences on applied psychology (6 hours)
Admission
Students who are interested in applying to this program
requirements.
• Master's degree in educational psychology, special
education, or related area
• Receipt of official transcripts from all post-secondary
institutions
• Overall cumulative GPA of 3.0 or higher
• Essay: How do you think your participation in Webster's
advanced graduate certificate program in assessment of
learning and cognitive development will help you to achieve
your personal and professional goals?
complementary skills in other master's level programs such as the
MBA.
Learning Outcomes
At the end of the program students will be able to:
• Explain the role of various databases in organizations.
• Demonstrate knowledge of and utilize data warehouses.
• Apply statistical, data analytic, and data mining techniques
for solving problems involving big data.
• Develop meaningful reports and presentations of data
analytics appropriate to a technical and non-technical
audience.
Requirements
•
•
•
•
CSIS 5300 Database Systems (3 hours)
BUSN 5760 Applied Business Statistics (3 hours)
CSIS 5320 Data Analytics Foundations (3 hours)
CSIS 5420 Data Mining (3 hours)
All courses must be taken at Webster University.
Admission
requirements.
Webster University
St. Louis, MO 63119
Change Leadership:
Foundations
12 Hours
Office of Admission
Webster University
St. Louis, MO 63119
Business Analytics
Program Description
Change leadership is a new field for managers and middle
managers designed to provide the theory, skills, and professional
frameworks that will allow them to adapt to changes and
challenges in their workplaces. This is the first certificate in a
dynamic new series of three certificates in change leadership.
This certificate is designed for the manager or executive who
has minimal background in the field, but faces change--#related
challenges at work. The objective is to develop core competencies
as quickly as possible to begin leading change proactively.
12 Hours
Program Description
Learning Outcomes
This certificate is designed for students with either a business or
computer science background. It provides an excellent foundation
in data analytics within a business context. A knowledge of such
skills is critical for all business professionals, regardless of their
primary responsibilities, in the 21st century. This certificate can
be taken as a stand-alone program, or as one that provides vital
180
• Students will demonstrate the ability to use diagnostic models
to plan and carryout effective change leader projects and
interventions.
• Students will use their personal selves (thoughts,
assumptions, feelings, and behaviors) as instruments of
change.
• Students will design and implement a formal evaluation
component for every change project they initiate or engage
in.
• Students will demonstrate a commitment to performance
improvement in the client system.
Requirements
The curriculum requires 12 credit hours of specialized courses
in practicing change leadership, change leader self- mastery,
change leader expertise in business results, and data-driven
change management. Specifically, the 12 credit hours required for
the graduate certificate in change leadership, foundations, must
• CHNG 5000 Practicing Change Leadership (3 hours)
• CHNG 5100 Change Leadership Self-Mastery
(3 hours)
• CHNG 5200 Change Leader Expertise for Business Results
(3 hours)
• CHNG 5300 Data-Driven Change Management and
Measurement
(3 hours)
Admission
Webster University
St. Louis, MO 63119
Requirements
The curriculum requires 12 hours of specialized courses in
achieving breakthrough results, facilitation emergent change,
leading in a global context, and capstone project. Specifically, the
12 credit hours required for the graduate certificate in managing
complexity for total system results must include the following
results:
• CHNG 5800 Achieving Breakthrough Results
(3 hours)
• CHNG 5900 Facilitating Emergent Change
(3 hours)
• CHNG 5950 Change Leadership in a Global Context
(3 hours)
• CHNG 6000 Capstone Project
(3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Change Leadership:
Managing Complexity for
Total System Results
12 Hours
Program Description
For those who seek advanced mastery in change leadership,
this is the option. The theories and competencies in the final
certificate are the most advanced in the field. This certificate can
only be taken after completing the other two graduates in change
leadership. The Certificate in Change Leadership: Managing
Complexity for Total System Results also includes a major
change leader and organization development capstone projects
that is integrated into all certificate coursework. Successful
completion of this change project ensures that the change leader/
practitioner has learned to integrate the range of relevant models
and competencies taught in all three certificates.
Change Leadership:
Managing Teamwork and
Communication
12 Hours
Program Description
This certificate is designed for those students who wish to focus
specifically on advanced team and process design skills to
enhance change leadership and organizational outcomes. The
student will learn to facilitate team dynamics at all levels, leverage
diversity and inclusion strategies, and manage the communication
of change, strategically.
Learning Outcomes
Learning Outcomes
• Students will be able to plan a moderately complex change
leader capstone project with at least one major organization
development intervention.
• Students will be able to design interventions in managing
teamwork and communication.
181
requirements.
• Students will be able to customize the project based on the
organization’s readiness for change and the organizational
resources available to them.
• Students will be able to negotiate OD project expectations
and make modifications to these plans and negotiations over
the duration of the four-course capstone project.
• Students will construct metrics for success and evaluate
the effectiveness of the project against organizational
effectiveness and business outcomes.
• Students will be able to evaluate the effectiveness of
managing teamwork and communication interventions
against business outcomes.
• Students will be able to use interventions that match their
strengths.
• Students will be able to create a portfolio of accomplishments
in managing teamwork and communication
Requirements
The curriculum requires 12 hours of specialized courses in
designing and leading teams, managing communication, diversity,
and facilitating high performance. Specifically, the 12 credit
hours required for the graduate certificate in change leadership,
management teamwork and communications, must include the
following courses:
• CHNG 5400 Designing, Building, and Leading Effective
Teams
(3 hours)
• CHNG 5450 Managing Communication During Change
(3 hours)
• CHNG 5600 Diversity and Inclusion
(3 hours)
• CHNG 5700 Facilitating Change in High Performing
Organizations
(3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
This program will be offered at the St. Louis home campus.
Upon completing this Certificate program, students will be able to:
• Compare and contrast political systems in different parts of
the world.
• Discuss the history, issues, and future prospects of regional
governance in the international system.
• Apply major theories of international relations to current and
historical issues in comparative and regional governance
Requirements
The 12 credit hours required for the graduate certificate in
comparative and regional governance must include the following
required course (3 hours), and three electives (9 hours):
• INTL 5050 Comparative Politics (3)
Choose from the following courses:
• INTL 5600 Area Studies (can repeat with focus on different
regions) (3)
• INTL 5625 Middle East Area Studies (3)
• INTL 5635 Western European Area Studies (3)
• INTL 5645 Asian Area Studies (3)
• INTL 5655 African Area Studies (3)
• INTL 5665 South and Central Asia Area Studies (3)
• INTL 5675 Central and Eastern European Area Studies (3)
• INTL 5685 Latin American Area Studies (3)
• INTL 5605 Topics in Comparative Politics (3)
• INTL 5570 Comparative Foreign Policy (3)
• INTL 5580 Politics of Development (3)
Admission
requirements.
Comparative and Regional
Governance
12 Hours
Program Description
The certificate in comparative and regional governance aims
at producing specialized expertise in the politics of different
regions of the world as well as general principles of global and
regional governance. Students explore themes and concepts
such as democratization, regional integration, revolutions, and
the relationship between state and society while investigating
cases and current issues in Europe, the Middle East, Asia,
Africa, and Latin America. Where available, this certificate may
be earned while completing the MA in International Relations,
GMA in International Relations, or as a stand-alone graduate
certificate.
Prerequisite: INTL 5000 or at least two upper-level
undergraduate courses in International Relations.
182
Webster University
Office of Admission
St. Louis, MO 63119
Corporate
Entrepreneurship
12 Hours
Program Description
The graduate certificate program in corporate entrepreneurship
at the Walker School of Business and Technology is designed
to provide prospective corporate entrepreneurs with knowledge,
skills, and competencies needed to understand, develop, analyze,
and implement entrepreneurial initiatives within their companies.
Corporate entrepreneurship is more than just new product
development; it includes innovations in services, channels,
brands and intellectual property models. The courses explore
how corporate entrepreneurs can employ existing resources and
use innovation practices to function as an entrepreneur within
a firm. In addition, the courses will provide a process by which
a corporate entrepreneur within a proven company can create,
nurture, launch and achieve success in a new venture that is
distinct from the existing company but leverages present company
assets, market position, capabilities or human and material
resources.
Requirements
Admission
requirements.
Webster University
St. Louis, MO 63119
To complete the certificate, students must complete a total of
12 credit hours comprised of the following four three credit hour
courses:
• ENTR 5000 Entrepreneurship Process, Methods &
Innovation (3 hours)
• ENTR 5200 Corporate Entrepreneurship (3 hours)
• FINC 5860 Entrepreneurial Finance and Venture Capital (3
hours)
• ENTR 6000 Walker School Business Plan Competition (3
hours)
Admission
Webster University
St. Louis, MO 63119
18 Hours
Program Description
The graduate certificate in digital marketing management is for
students who have a background in marketing and are interested
in obtaining specific expertise in the growing field of digital
marketing. Students will be equipped with the critical skills to be
proficient in executing effective digital marketing strategy.
Learning Outcomes
Students will be able to:
Cybersecurity-Threat
Detection
12 Hours
Program Description
This certificate focuses on the knowledge and tools necessary to
address the increasing demand on corporate and governmental
organizations to improve the security of their "cyber content."
Courses in the certificate provide an understanding of the
foundation of current cybersecurity threats, the phraseology
and terminology used in the sector, as well as the various roles,
responsibilities and tools related to detection of cyber threats.
This program is offered online, at the St. Louis home campus, St.
Louis area campuses and other U.S. campus locations. Please
see the Campus Locations section of this catalog for a full list of
campuses and the programs they offer.
Requirements
•
•
•
•
CSSS 5000 Introduction to Cybersecurity (3 hours)
CSSS 5120 Cybersecurity Infrastructures (3 hours)
CSSS 5210 Cybersecurity Law & Policy (3 hours)
CSSS 5220 Cybersecurity Threat Detection (3 hours)
• Create digital marketing strategies that align with larger
marketing objectives
• Critically analyze the appropriateness of each of the major
digital marketing channels (i.e. paid, organic, affiliate,
social, email,and mobile applications etc.) against marketing
strategies
• Develop, evaluate, and execute a comprehensive digital
marketing strategy and plan
• Measure and evaluate digital marketing efforts
• Describe the latest digital marketing technologies
• Articulate the ethical impact of digital marketing efforts
Requirements
The 18 hours required for this certificate include the following
courses:
• MEDC 4110 Media and Digital Culture (3 hours)
• MRKT 5720 Promotional Management
(3 hours)
• MRKT 5740 Management of Digital Marketing / ADVT 5740
Management of Digital Marketing (cross listing)
(3 hours)
• MRKT 5895 Marketing Analytics
(3 hours)
• MRKT 5750 Management of Social Media/ ADVT 5750
Management of Social Media (cross listing)
(3 hours)
• MRKT 5790 Digital Marketing Strategy
(3 hours)
183
requirements.
Digital Marketing
Management
Admission
requirements.
Webster University
St. Louis, MO 63119
(9 weeks)
Social equity (choose one)
• EDUC 5001 Foundations of Global Citizenship
(3 hours)
• EFGS 5430 Sustainability Leadership: Transitions & Change
(3 hours)
• EFGS 5240 Creating Sustainable Schools
(3 hours)
• EDUC 5490 Seminars in Education
(1-3 hours)
(
needs approval)
Other electives approved by Coordinator of EFGS:
Education for Global
Sustainability
18 Hours
• EFGS 5220 Teaching Sustainability through Literature
(3 hours)
• EFGS 5250 Child as Naturalist
(3 hours)
• EFGS 5260 Topics in Sustainability
(1-3 hours)
• EFGS 5410 In-Service Workshop
(1-3 hours)
Program Description
The University certificate in education for global sustainability
aims to provide professionals with the knowledge, skills, and
tools for transforming schools, organizations and communities
toward global sustainability. To attain the certificate, students
must complete 18 hours of coursework with a GPA of 3.0 or
better and a B- or better in all courses. Choices for coursework in
the program must be approved by the coordinator of EFGS and
include the requirements below.
To receive this certificate, a student must have a recognized
baccalaureate degree and meet all of the admission and
acceptance criteria as outlined in the graduate program Academic
Policies and Procedures. All certificate courses must be
completed at Webster University.
Requirements
• EFGS 5000 Education for Global Sustainability (3 hours)
• EFGS 5900 Reflections and Next Steps(0 hours)
Admission
requirements.
• Receipt of official transcripts from a baccalaureate granting
institution.
• Undergraduate cumulative GPA of 2.5.
Send all admission materials to
Office of Admission
Webster University
St. Louis, MO 63119
(must include at least 1-environmental, 1-economic, and 1-social
equity)
Enterprise Resource
Planning (ERP) with SAP
Environmental (choose one)
12 Hours
Electives
• ENMG 5000 Environmental Science
(3 hours)
(9 weeks)
• ENMG 5400 Sustainability Principles
(3 hours)
(9 weeks)
Economics (choose one)
• EFGS 5740 Economics: Choices and Challenges
(3 hours)
• EDUC 4250 Economics and Geography for Global
• ENGM 5400 Sustainability Principles
(3 hours)
184
Program Description
The graduate certificate in ERP (Enterprise Resource Planning)
is designed for students who desire a sequence of graduatelevel courses that focus specifically on the ERP area. In addition,
students can gain specialized experience with SAP, the leading
global provider of ERP software. ERP systems are critical to
better manage business intelligence, operations planning, and
purchasing and materials of corporations today--large, small
and midsized. The program will provide students with ERP and
SAP expertise to successfully pursue or advance a career in this
increasingly in-demand field.
Learning Outcomes
• Students understand the evolution, components, and
implementation of ERP systems.
• Students can use an ERP system and understand the
integrated business processes in ERP.
• Students can configure an ERP system.
• Students can use business intelligence to formulate and
analyze meaningful information form an ERP system.
Requirements
• BUSN 5250 Enterprise Systems (3 hours)
• BUSN 6160 Integrated Business Processes and ERP (3
hours)
• BUSN 6180 Configuration of ERP Systems (3 hours)
• CSIS 5330 Business Intelligence and ERP (3 hours)
All courses must be taken at Webster University.
Admission
requirements.
Students who are interested in applying to this program should
also see the Admission Section of this catalog for general
requirements.
Send all admission documents to:
Webster University
Office of Admission
St. Louis, MO 63119
Fundamentals of
Multimedia Production
18 Hours
Program Description
The certificate in the fundamentals of multimedia production
provides students with the basic understanding of how to
produced varied multi-platform content for today's modern
workplace. This certificate is stackable with the certificate in
advanced new media production. Completion of both of those
certificates would provide a student with two certificates that also
equal the master of arts (MA) in new media production.
Environmental
Sustainability
The fundamentals of multimedia production certificate provides
students with the production basics in website construction, audio
and video production and an introduction to integrating multimedia
projects with social networking. This certificate will build on the
production skills students already have while providing a basic
understanding of the full range of multimedia production.
12 Hours
Learning Outcomes
Program Description
This certificate in environmental sustainability concentrates
on the relationship between sustainability and environmental
resource management to include managing economic, social, and
ecological systems within and external to an organizational entity
in order for it to sustain itself and the system it exists within.
Students may pursue the certificate by itself or integrate their
certificate studies with their MS degree program. Students
enrolled in the MS degree program in Environmental Management
with an emphasis in Sustainability are not eligible to receive the
Environmental Sustainability Certificate.
Requirements
environmental sustainability include the following courses:
• ENMG 5400 Environmental Sustainability (3 hours)
• ENMG 5410 Environmental Ethics and Decision Making (3
hours)
• ENMG 5420 Natural Resource Management and
• ENMG 5430 Energy Policy and Sustainability (3 hours)
modem production process and should be able to perform
environment.
Requirements
Students must complete 18 credit hours of course work, including
all of the following courses:
•
•
•
•
•
NPRO 5000 New Media Tools (3 hours)
NPRO 5100 Written Storytelling (3 hours)
NPRO 5200 Audio Storytelling (3 hours)
NPRO 5300 Visual Storytelling (3 hours)
Electives (6 hours)
Electives
Students may take 6 credit hours of elective courses as part of
the overall requirement for 18 credit hours of course work. The
six hours of course work may come only from the following list of
approved electives.
• MEDC 5600 Introduction to Interactive Communication (3
hours)
185
Webster University
St. Louis, MO 63119
Admission
• FTVP 5330 Digital Graphics & Motion Graphics Production (3
hours)
• AUDI 5220 Podcast Production & Promotion (3 hours)
• FTVP 5310 Fundamentals of Video Cameras & Lighting (3
hours)
• PHOT 5060 Digital Images & Storytelling (3 hours)
• FTVP 5331 Video Editing & Webisode Creation (3 hours)
• INTM 5630 Digital Design & Information Graphic
• INTM 5640 Multimedia Production for Websites & Mobile
hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Gerontology
18 Hours
Program Description
The certificate program in gerontology is designed to expand
students' marketability and skills in their chosen profession by
providing a broad educational base concerning factors related to
the aging of individuals and society. The program was developed
on the premise that students and professionals in a variety
of disciplines and professions have the greatest potential to
meet the pressing needs of the aged and our changing society,
provided they are given the requisite training in the application of
gerontological knowledge.
Students may pursue the certificate by itself or integrate their
certificate studies with an MA degree program. Students enrolled
in the MA degree program in gerontology are not eligible to
receive the gerontology certificate.
Requirements
gerontology include the following courses:
•
•
•
•
•
GERN 5000 Gerontology (Requisite Course) (3 hours)
hours)
hours)
186
Admission
requirements.
Webster University
Office of Admission
St. Louis, MO 63119
Gifted Education and
Talent Development
18 Hours
Program Description
The advanced graduate certificate (AGC) in gifted education
and talent development provides training on how to identify,
understand, nurture, and enhance the special gifts and talents
of children and youth. Article 29 of the Convention on the Rights
of the Child specifies that education should develop each child's
personality, talents, and abilities to the fullest and, of course, this
right applies to a child with special talents and abilities.
As suggested by the American Psychological Association Center
for Gifted Education Policy, the Webster University program
uses a broad definition of gifted and seeks to “enhance the
achievement and performance of children and adolescents with
special gifts and talents in all domains.” As suggested by the
National Association for Gifted Children-Council for Exceptional
Children (NAGC-CEC), educators of gifted need to understand
“issues in conceptions, definitions, and identification of individuals
with gifts and talents, including those of individuals from diverse
backgrounds… [and they need to] promote and advocate for the
learning and well-being of individuals with gifts and talents.”
This advanced graduate certificate is for educators who already
have a master’s degree and some experience with assessment
and/or gifted education. This eighteen credit hour advanced
certificate is for those who wish to make an even greater
contribution at their workplace. Graduate students are encouraged
to assume advocacy roles, to participate in professional
organizations concerned with gifted education, and to contribute
to professional conferences and publications.
See also:
•
•
•
•
Applied Educational Psychology (MA)
Applied Educational Psychology: School Psychology (EdS)
Assessment of Learning and Cognitive Development (AGC)
Immigrant and Refugee Education (AGC)
Requirements
1. This post-masters advanced graduate certificate is
not
certificate may be embedded within one of two degree
programs.
a) This AGC may be included in the sequential (second
master's degree) MA in Applied Educational Psychology.
Students choosing to earn this AGC within the sequential
2.
5.
Choose at least one course (3 hours) from each of the
following three clusters:
Cluster One: Identification and assessment of gifted and
talented students
Students (3 hours)
• EPSY 6036 Psychoeducational Assessment II (3 hours)
Prerequisites to EPSY 6036: SPED 5240 Psychoeducational
Assessment I or equivalent (3 hours), EPSY 5990 Identifying
Giftedness in Underserved Populations (3 hours), and admission
to the AGC program in gifted education and talent development.
Cluster Two: Social, emotional, and motivational
development of gifted and talented students
• EPSY 5920 Meeting the Affective Needs of Gifted Children (3
hours)
hours)
hours)
• EPSY 5100 Theories of Creativity: Implications for Education
(3 hours)
• EPSY 5380 Multicultural Counseling (3 hours)
Cluster Three: Curriculum, instruction, and professional
leadership
• EPSY 5910 Curriculum and Instruction for the Gifted (3
hours)
• EPSY 5880 Psychology of Memory, Learning, and Problemsolving (3 hours)
• EPSY 5750 Special Institute: Gifted Education and Response
to Intervention (RtI) (3 hours)
• EPSY 5940 Systems Leadership: Gifted Program Planning
and Evaluation (3 hours)
• EPSY 6300 School Consultation in a Global Society (3 hours)
Required course: EPSY 6000 Advanced Graduate Certificate
Project: (3 hours)
To complete the 18-hour advanced graduate certificate, choose
electives (6 hours total). In addition to the courses listed above,
recommended electives are the EPSY/EDUC 5210 courses
associated with conferences about gifted education, EPSY 6103
Advanced Psychoeducational Assessment and Intervention (1-2
hours), and other EPSY courses.
Note: Students enrolled in the EdS in applied educational
psychology: school psychology program do not need to repeat the
EPSY 6000 course and may complete this AGC in 15 hours.
Admission
also see the Admission Section found in the front of this catalog
for general requirements.
• Master’s degree in educational psychology or related area.
• Satisfactory completion of admissions essay
• Overall GPA of 3.0 or better
Office of Admission
Webster University
St. Louis, MO 63119
Global Business
12 Hours
Program Description
This certificate is designed for students or working professionals
who want to deepen their understanding of global business.
Students will gain an in-depth familiarity with subject matter
related to the global marketplace and be exposed to international
culture and business practices.
this catalog for a full list of campuses and the programs they offer.
Learning Outcomes
1. Students can demonstrate foundation knowledge in
international business.
2. Graduates can identify cultural aspects and explain how
culture affects the business environment in global regions.
187
3.
4.
MA in Applied Educational Psychology may need to
take more credit hours that the required 24 hours of the
sequential MA degree.
b) This advanced graduate certificate (AGC) in gifted
education and talent development may also be included
in the EdS in applied educational psychology: school
psychology as an additional AGC. It is important to note
that ALL students enrolled in the EdS in applied educational
psychology: school psychology are required to complete
an advanced graduate certificate in the assessment of
learning and cognitive development. Therefore, for the
students in the EdS in applied educational psychology:
school psychology program, the AGC in gifted education
and talent development will be a second AGC within the
EdS degree. A second AGC can be completed in 15 hours,
instead of 18, because the EPSY 6000 advanced graduate
certificate Project course does not need to be repeated.
Students choosing to earn this additional AGC within the
EdS in applied educational psychology: school psychology
may need to take more credit hours than the required 38
hours of the EdS in applied educational psychology: school
psychology.
Any Webster University graduate courses taken that are not
appropriate and relevant to that specific advanced graduate
certificate.
All AGC coursework must have a grade of B- or better.
Any graduate coursework completed may not be counted to
two different certificate programs.
Courses may not be transferred from another university
(AGC) program.
3. Graduates can apply administrative and managerial
theories as they relate to problem solving in the global
business context.
Requirements
• INTB 5000 Introduction to International Business (3 hours)
• MNGT 5710 Cross Cultural Management (3 hours)
or MRKT 5730 International Marketing (3 hours)
• BUSN 5220 Global Supply Chain (3 hours)
or INTB 5600 International Accounting (3 hours)
or FINC 5840 International Finance (3 hours)
• INTB 5680 Globalization (3 hours)
or INTB 9950 Travel Course (3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
required for the graduate certificate in government contracting
• PROC 5000 Procurement and Acquisitions Management (3
hours)
• PROC 5860 Government Contracting (3 hours)
• PROC 5870 Pricing and Contract Integration (3 hours)
• PROC 5890 Government Procurement Law (3 hours)
Admission
requirements.
Webster University
St. Louis, MO 63119
Healthcare Leadership
(Certificate)
18 Hours
Program Description
The graduate certificate in government contracting program
is designed for contracting practitioners new to government
contracting who want to enhance their skills and understanding of
contracting acquisition management. The program emphasizes
both theory and practice allowing students to learn the underlying
principles and use of the current tools in the field.
This program is offered at a number of extended campuses in the
United States. Please see the Campus Locations section of this
catalog for a list of campuses where this program is offered.
Webster University, in a strategic partnership with the Defense
Acquisition University (DAU), provides classes for Department
of Defense (DoD) workers in the Acquisitions, Technology and
Logistics workforce. For important information regarding the
certificate in government contracting program equivalencies
with DAU CON courses, visit the Webster/DAU Partnership
website.
Requirements
The curriculum requires 18 credit hours of specialized courses
in contracting, acquisitions management, pricing, negotiations,
and procurement law. These government contracting certificate
courses are equivalent to certain Defense Acquisition University
(DAU) courses and can be used to meet the educational
certification requirements of the Defense Acquisition Workforce
Improvement Act (DAWIA). Specifically, the 18 credit hours
188
18 Hours
Program Description
The healthcare leadership certificate is an 18-credit-hour program
designed for those who hold leadership positions in healthcare,
who have completed a bachelor’s degree, and are interested in a
healthcare leader focus.
The program is offered at the Geneva campus.
Requirements
The 18 credit hours required for this certificate include the
following courses:
• HCLD 5410 Leadership in Healthcare (3 hours)
• HCLD 5420 Financial Issues for Healthcare Leaders (3
hours)
• HCLD 5230 Legal Issues for Healthcare Leaders (3 hours)
• HCLD 5440 Leadership in Healthcare Practicum I (3 hours)
• HRDV 5620 Interpersonal and Organizational
Communications (3 hours)
• HCLD 6000 Healthcare Leader Case Studies (3 hours)
Admission
also see the Admission Section of this catalog for general
requirements.
•
•
•
•
2.5 grade point average
Bachelor’s degree required
Minimum of one year of healthcare education experience
Résumé describing scope, responsibility, and function of
work experience
• Completion of application with fees
• Official transcripts
• Personal interview
Send all admission documents to:
Office of Admission
Webster University Geneva
Route de Collex 15
CH-1293 Bellevue, Switzerland
Immigrant and Refugee
Education
18 Hours
Program Description
The advanced graduate certificate (AGC) in immigrant and
refugee education is for educators who already have a master’s
degree and some experience with immigrant and refugee
education. This eighteen credit hour advanced certificate is
for those who wish to make an even greater contribution at
their workplace. Graduate students are encouraged to assume
advocacy roles, to participate in professional organizations, and to
contribute to professional conferences and publications.
•
•
•
•
Applied Educational Psychology (MA) sequential degree
Applied Educational Psychology: School Psychology (EdS)
Assessment of Learning and Cognitive Development (AGC)
Gifted Education and Talent Development (AGC)
Requirements
1. This post-master's advanced graduate certificate is
not
certificate may be embedded within one of two degree
programs.
a) This AGC may be included in the sequential (second
master's degree) MA in applied educational psychology.
Students choosing to earn this AGC within the sequential
MA in applied educational psychology may need to take
more credit hours than the required 24 hours of the
sequential MA degree.
b) This advanced graduate certificate (AGC) in immigrant
and refugee education may also be included in the EdS in
applied educational psychology: school psychology as an
additional AGC. It is important to note that ALL students
enrolled in the EdS in applied educational psychology:
school psychology are required to complete an advanced
graduate certificate in the assessment of learning and
cognitive development. Therefore, for the students in the
EdS in applied educational psychology: school psychology
program, the AGC in the immigrant and refugee education
will be a second AGC within the EdS degree. A second
AGC can be completed in 15 hours, instead of 18, because
the EPSY 6000 Advanced Graduate Certificate Project
course does not need to be repeated. Students choosing
to earn this additional AGC within the EdS in applied
educational psychology: school psychology may need to
take more credit hours that the required 38 hours of the
EdS in applied educational psychology: school psychology.
2. Any Webster University graduate courses taken that are not
appropriate and relevant to that specific advanced graduate
certificate.
Choose at least one course (3 hours) from each of the
following three clusters:
Cluster One: Culturally and linguistically diverse students
• EPSY 5490 Seminars in Immigrant and Refugee Experiences
(3 hours)
Cluster Two: Educational and learning needs of immigrant
and refugee students
Diversity (3 hours)
• TESL 5139 English for Speakers of Other Languages
(ESOL) Methods (3 hours)
• EPSY 5600 Practicum in Educational Psychology (1-6 hours)
• TESL 5040 Practicum in ESOL (3 hours)
• EPSY 6300 School Consultation in a Global Society (3 hours)
Cluster Three: Social and emotional needs of immigrant and
refugee students
hours)
• EPSY 5380 Multiculteral Counseling (3 hours)
Required course:
• EPSY 6000 Advanced Graduate Certificate Project:
Immigrant and Refugee Education (3 hours)
To complete the 18-hour advanced graduate certificate,
choose two electives (6 hours). International experience and
the study of a second language are strongly recommended.
Note: Students enrolled in the EdS in applied educational
psychology: school psychology degree program do not need to
repeat the EPSY 6000 course and complete the AGC in 15 hours.
Admission
also see the Admission Section found in the front of this catalog
for general requirements.
• Master's degree in educational psychology, teaching English
as a second language, or related area of study
• Satisfactory completion of admissions essay
• Overall GPA of 3.0
Office of Admission
Webster University
St. Louis, MO 63119
189
See also:
3. All AGC coursework must have a grade of B- or better.
4. Any graduate coursework completed may not be counted to
two different certificate programs.
5. Courses may not be transferred from another university
(AGC) program.
St. Louis, MO 63119
12 Hours
Program Description
The certificate in international development gives students the
opportunity to develop specialized expertise in the theories,
issues, actors, problems, and solutions facing countries and other
actors undergoing the development process. Coursework will
expose students to development challenges posed by such issues
as poverty, hunger, conflict, human rights, and sustainability.
Where available, this certificate may be earned while completing
the MA in international relations, GMA in international relations, or
as a stand-alone graduate certificate.
Prerequisite: INTL 5000 or at least two upper-level
undergraduate courses in International Relations.
Upon completing this Certificate program, students will be able to:
• Identify and analyze the concepts, actors, and issues related
to international development.
• Differentiate between the political, economic, and social
conditions in developed and developing countries.
• Apply major theories of international relations to current and
historical issues in international development.
Requirements
international development must include the following required
course (3 hours), and three electives (9 hours):
• INTL 5580 Politics of Development (3)
International NonGovernmental
Organizations
12 Hours
Program Description
The certificate in international nongovernmental organizations
(INGO) program educates students interested in understanding
the nature of world affairs through the activities of NGOs

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